POGIL instruction produces significantly higher posttest critical thinking skills than traditional lecture among preservice elementary teachers¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2018 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · 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? After six weeks, the POGIL group outperformed the traditional-lecture control group on overall posttest critical thinking skills (U=37.500; p=.000). → Irwanto 2018
q2 i? The posttest critical thinking advantage appeared in all five sub-skills (elementary clarification, bases for a decision, inference, advanced clarification, supposition and integration). → Irwanto 2018
Evidence¶
Irwanto 2018¶
Irwanto, Saputro, A. D., Rohaeti, E., & Prodjosantoso, A. K. (2018). Promoting Critical Thinking and Problem Solving Skills of Preservice Elementary Teachers through Process-Oriented Guided-Inquiry Learning (POGIL). International Journal of Instruction, 11(4), 777-794. https://eric.ed.gov/?id=EJ1191708
q2 · i? · causal · r2
Quasi-experimental pretest-posttest study with 24 POGIL and 24 control students taught by the same lecturer; Mann-Whitney U-test on posttest critical thinking scores showed "a significant difference in CTS between experimental and control groups (U=37.500; p=.000)". Descriptive means rose from 10.08 to 17.96 (POGIL) versus 10.13 to 14.75 (control).
"Overall, there was a significant difference in CTS between experimental and control groups (U=37.500; p=.000). It was seen from the mean rank that difference was also observed in all sub-skills"
Discussion¶
Learner Variables¶
- Critical Thinking — outcome: instruction changes it
Related Claims¶
- Critical thinking skills and problem solving skills are highly positively and significantly correlated in preservice elementary teachers — related
- POGIL instruction produces significantly higher posttest problem solving skills than traditional lecture among preservice elementary teachers — related
- POGIL and traditional-lecture groups showed no significant pretest differences in critical thinking or problem solving skills — related
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