Posttest critical thinking scores averaged 11.64 in the e-book class versus 9.41 in the control class, with pretest means of 4.42 and 4.31¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2019 · 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? On the post-test the experimental class averaged 11.64 (SD 1.68) and the control class 9.41 (SD 2.58), after near-equal pretest means of 4.42 and 4.31. → Mursalin 2019
Evidence¶
Mursalin 2019¶
Mursalin. (2019). The Critical Thinking Abilities in Learning Using Elementary Algebra E-Books: A Case Study at Public Universities in Indonesia. Malikussaleh Journal of Mathematics Learning (MJML), 2(1), 29-33. https://doi.org/10.29103/mjml.v2i1.2292
q2 · i? · causal · r1
Descriptive statistics from Table 2 of the quasi-experiment (experimental n = 30, control n = 28; maximum score 12), reporting pretest, post-test, and N-gain means, standard deviations, and normalized scores for both classes.
"Critical thinking Pretest 30 4,42 1,84 0,38 28 4,31 2,46 0,38 Post-test 30 11.64 1,68 0,86 28 9,41 2,58 0,64 N-gain 30 0,83 0,18 28 0,76 0,27 Maximum Score = 12"
Discussion¶
Related Claims¶
- Students taught Elementary Algebra with e-books showed significantly higher mathematical critical thinking gains than students taught with conventional textbooks — a broader claim this one bears on
- Normalized gain in mathematical critical thinking was 0.83 in the e-book class versus 0.76 in the conventional-textbook class — related
- Cooperative learning with Think-Pair-Share and RoundTable was followed by larger critical thinking gains than traditional teaching in 4th graders, in a two-class quasi-experiment — related
- Both the GenAI-permitted and control groups improved significantly in instructional design performance and AI readiness over the course, but not in SRL or critical thinking — related
- Students taught with a structured AI-supported writing workflow rated their own digital critical thinking and AI literacy much higher at posttest than traditionally taught students — related
- ESP university students taught with the 6+1 trait writing model had a higher critical thinking post-test mean than control-group peers, with no between-group test reported — related
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