Post-test comparison shows the PBL group significantly outperformed the control group on analysis, openness and justice temperaments and analysis and interpretation skills¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Independent samples T test on post-test data found significant differences favouring the experimental group on three temperament dimensions and two skill dimensions. → Zhou 2018
Evidence¶
Zhou 2018¶
Zhen Zhou. (2018). An Empirical Study on the Influence of PBL Teaching Model on College Students’ Critical Thinking Ability. English Language Teaching, 11(4). https://doi.org/10.5539/elt.v11n4p15
q2 · i? · causal · r1
Independent samples T test comparing post-test scores of the control and experimental groups (Table 4). The article reports significant values for analysis, openness and justice temperaments and analysis and interpretation skills are "less than .05"; no effect size is printed.
"After the PBL teaching model experiment, as for the experimental group, the level of three critical thinking temperament of analyzing, openness and justice, and two critical thinking skills of analysis and explanation have been significantly improved."
Discussion¶
Learner Variables¶
- Statistical Reasoning — outcome: instruction changes it
Related Claims¶
- PBL teaching significantly improves the critical thinking skills of analysis and interpretation in English-major sophomores — related
- PBL teaching significantly improves the critical thinking temperament dimensions of analysis, openness and justice in English-major sophomores — related
- Moodle-based online argumentation implementation improved critical thinking disposition of science teacher candidates compared with a control group — related
- Traditional classroom teaching showed no significant improvement in students' critical thinking ability over the same period — related
- A one-way ANOVA on the same data verified the t-test finding that the experimental group outperformed the control group on total marks — related
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