Post-test critical thinking scores significantly higher than pre-test after model instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students taught by the instructional model improved significantly from pre-test (mean 27.26) to post-test (mean 46.48) on critical thinking, at the .05 level. → Chaipichit et al. 2015

Evidence¶

Chaipichit et al. 2015¶

Dudduan Chaipichit, Nirat Jantharajit and Sumalee Chookhampaeng. (2015). Development of learning management model based on constructivist theory and reasoning strategies for enhancing the critical thinking of secondary students. Educational Research and Reviews. https://doi.org/10.5897/ERR2015.2193

q2 · i? · causal · r1

Dependent-samples t-test comparison of pre-test and post-test critical thinking scores (maximum 60) for the experimental class taught with the model. The article reports t = 29.536, p = .000 for the difference between means 27.26 and 46.48.

"the students taught by the instructional model had average scores on the test in critical thinking (maximum score was 60) of 27.26, and the average post-test score was 46.48. This difference was at the .05 level of significant."

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• Experimental group scored higher than control group on post-test critical thinking at .05 significance — related
• Groups were equivalent at pre-test but differed significantly at post-test — related
• Pre-service teachers taught with the QASEE model achieve higher critical thinking scores than those taught with RQA or conventional learning — related