Systematically designed E&M instruction based on the First Principles of Instruction model produced significantly higher domain-specific CT scores than regular instruction¶
Claim · All claims
Evidence · 1 study · causalr1·q3·i3large
Currency · newest study 2016 · 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.
q3 i3 The experimental condition scored significantly higher than the control condition on the CTEM domain-specific CT test (d = 1.55). → Tiruneh 2016
Evidence¶
Tiruneh 2016¶
Tiruneh, D. T., Weldeslassie, A. G., Kassa, A., Tefera, Z., De Cock, M., & Elen, J. (2016). Systematic design of a learning environment for domain-specific and domain-general critical thinking skills. Education Tech Research Dev, 64, 481–505. https://doi.org/10.1007/s11423-015-9417-2
q3 · i3 · causal · r1
A pretest–posttest quasi-experiment with 45 experimental and 44 control first-year physics students. An independent samples t test showed the "CTEM mean score for the experimental group was significantly higher than that of the control group", d = 1.55, exceeding Cohen's convention for a large effect.
"The results indicated that the CTEM mean score for the experimental group was significantly higher than that of the control group, t(87) = 7.15, p < .001, d = 1.55."
Discussion¶
Related Claims¶
- Domain-specific CT performance (CTEM) significantly predicted domain-general CT performance (posttest HCTA) — related
- The systematically designed learning environment did not produce a significantly greater pretest–posttest improvement in domain-general CT than regular instruction — related
- The type of CT measure employed (standardized vs. non-standardized; item format) influences evaluation of intervention effectiveness — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
systematic-design-first-principles-higher-domain-specific-ct |
title |
Systematically designed E&M instruction based on the First Principles of Instruction model produced significantly higher domain-specific CT scores than regular instruction |
description |
Systematically designed E&M instruction based on the First Principles of Instruction model produced significantly higher domain-specific CT scores than regular instruction |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — tiruneh-2016 |
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