Problem-solving showed a significant pre-post effect although post-treatment means were slightly lower than pre-treatment means¶

Claim · All claims
Evidence · 1 study · causal r? · q2 · i1 small
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 The pre-post effect on problem-solving was significant (F=4.150, p=.043) with a printed Eta2 partial of .025, while the printed means declined from 6.77 to 6.38. → Carlos Saiz 2016

Evidence¶

Carlos Saiz 2016¶

Carlos Saiz, Silvia F. Rivas. (2016). New Teaching Techniques to Improve Critical Thinking. The Diaprove Methodology. Educational Research Quarterly, Vol. 40.1. https://eric.ed.gov/?id=EJ1166695

q2 · i1 · causal · r?

Table 4 row for problem-solving: the significant effect (F = 4.150, p = .043) carries the printed effect size Eta2 partial = .025, a small effect. Post means (6.38) are below pre means (6.77), contradicting the article's general improvement statement.

"Applic. pre. 6.77 (d.t. 2.18) Applic. post. 6.38 (s.d. 2.56) Applic. Pre/Post 1,164 11.960 4.150 .043* .526 .025"

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it

Related Claims¶

• The ARDESOS program produced a significant pre-post improvement in overall critical thinking scores — related
• Both instruction groups improved significantly in deductive, inductive and practical reasoning and in decision-making after the ARDESOS-based intervention — related
• All three concept mapping strategies enhanced students' problem-solving performance in chemistry from pre-test to post-test — related