The QASEE model equalizes critical thinking outcomes across upper, middle, and lower academic ability groups¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2020 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Design limits · Saputri 2020: groups were assigned but students were analysed as independent (read from the study by two models, 2026-11-01)

Subclaims¶

q2 i? LSD notations showed no significant difference among the QASEE upper, QASEE middle, and QASEE lower ability combination groups. → Saputri 2020

Evidence¶

Saputri 2020¶

Saputri, W., Corebima, A. D., Susilo, H., & Suwono, H. (2020). QASEE: A potential learning model to improve the critical thinking skills of pre-service teachers with different academic abilities. European Journal of Educational Research, 9(2), 853-864. https://doi.org/10.12973/eu-jer.9.2.853

q2 · i? · causal · r2

Post hoc LSD comparison of the nine learning-model-by-ability combination groups in the quasi-experiment; the three QASEE combination groups shared LSD notation a, with corrected means 67.499, 65.141, and 65.497. The highest corrected mean overall was QASEE upper.

"the combination group of the QASEE learning model and upper academic ability, QASEE learning model and middle academic ability, as well as QASEE learning model and lower academic ability is not significantly different. This can be interpreted that the QASEE learning model can facilitate the pre-service teachers at various levels of academic ability to improve their critical thinking skills"

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• Critical thinking skills differ by academic ability, with upper academic ability pre-service teachers scoring highest — related
• Under conventional learning, pre-service teachers at all ability levels obtain the lowest critical thinking scores, with upper and middle groups statistically equal — related
• The interaction between learning model and academic ability significantly affects pre-service teachers' critical thinking skills — related
• Pre-service teachers taught with the QASEE model achieve higher critical thinking scores than those taught with RQA or conventional learning — related
• There is no interaction between learning approach (SSML vs CL) and mathematical prior knowledge (upper, middle, low) on enhancement of MPSA — related