POGIL and traditional-lecture groups showed no significant pretest differences in critical thinking or problem solving skills¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Overall pretest critical thinking scores did not differ significantly between groups (U=269.000; p=.688), nor did any CTS sub-skill. → Irwanto 2018 q2 i? Overall pretest problem solving scores did not differ significantly between groups (U=249.500; p=.416), nor did any PSS sub-skill. → Irwanto 2018 (2)

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

Mann-Whitney U-test on pretest critical thinking scores in the quasi-experimental study found no significant difference between the POGIL and traditional-lecture groups; the article reports all sub-skills also non-significant (p>.05).

"Overall, there was no significant difference between students taught by using POGIL method and traditional lecture approach (U= 269.000; p=688)"

Irwanto 2018 (2)¶

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 · r1

Mann-Whitney U-test on pretest problem solving scores found no significant difference between groups; the article states "we did not find the existence of score difference in overall sub-skills (p>.05)", indicating equal initial skills.

"both groups showed that there was no significant difference on overall pretest PSS score between experimental and control groups (U=249.500; p=.416)"

Discussion¶

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 critical thinking skills than traditional lecture among preservice elementary teachers — related
• POGIL instruction produces significantly higher posttest problem solving skills than traditional lecture among preservice elementary teachers — related