The PBL and traditional groups were equivalent on CCTDI and PSI at pre-test¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Independent t tests showed no significant pre-test differences between groups on the CCTDI (t = 1.887, p = 0.066) or the PSI (t = 0.243, p = 0.809). → Temel 2014

Evidence¶

Temel 2014¶

Senar Temel. (2014). The effects of problem-based learning on pre-service teachers’ critical thinking dispositions and perceptions of problem-solving ability. South African Journal of Education, 34(1), Art. #769. https://eric.ed.gov/?id=EJ1136398

q3 · i? · causal · r1

Independent t tests on pre-test scores established group equivalence before the intervention: CCTDI t = 1.887, p = 0.066, and PSI t = 0.243, p = 0.809 (Table 2), so "the experimental group and control group are equivalent" at the start.

"it can be observed that there is no significant difference between the critical thinking disposition scores of pre-service teachers in both the experimental group and control group (t = 1.887, p = 0.066)."

Discussion¶

Related Claims¶

• PBL and traditional teaching have different effects on pre-service teachers’ perceptions of problem-solving ability, with PBL more influential — related
• PBL and traditional teaching do not differ significantly in their effect on pre-service teachers’ critical thinking dispositions — related
• Pre-service teachers’ perceptions of problem-solving ability are generally at a middle level — related