Pre-service teachers taught with the QASEE model achieve higher critical thinking scores than those taught with RQA or conventional learning¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2020 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · 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? Corrected mean critical thinking scores were 12.80% higher under QASEE than under RQA and 36.93% higher than under conventional learning. → 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
Quasi-experimental pretest-posttest nonequivalent control group study of 107 pre-service teachers in three parallel classes (QASEE, RQA positive control, conventional negative control), analyzed by ANCOVA followed by LSD post hoc tests. The LSD corrected means were 66.046 (QASEE), 58.549 (RQA), and 48.232 (conventional).
"the corrected mean score of the critical thinking skills of pre-service teachers who learned by using the QASEE learning model is 12.80% higher than that of the pre-service teachers who learned by using RQA learning model, and 36.93% higher than that of the pre-service teachers who learned by using conventional learning"
Discussion¶
Learner Variables¶
- Critical Thinking — outcome: instruction changes it
Related Claims¶
- 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
- The QASEE model equalizes critical thinking outcomes across upper, middle, and lower academic ability groups — related
- Critical thinking skills differ by academic ability, with upper academic ability pre-service teachers scoring highest — related
- The control group showed no significant pre-test to post-test difference under conventional teaching — related
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