Nursing students taught with Think-Pair-Show gained significantly more critical thinking over a 17-week course than students taught without it¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2013 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? The difference in CT score increase between the TPS group (42.9) and the Non-TPS group (12.43) was statistically significant (t = 4.327, df = 78, p < 0.001). → Mahmoud Kaddoura 2013 q2 i? A non-parametric Mann-Whitney test confirmed the difference in CT score increases (Z = 4.391, p < 0.001). → Mahmoud Kaddoura 2013 (2)

Evidence¶

Mahmoud Kaddoura 2013¶

Mahmoud Kaddoura. (2013). Think Pair Share: A teaching Learning Strategy to Enhance Students' Critical Thinking. Educational Research Quarterly, Vol. 36.4. https://eric.ed.gov/?id=EJ1061947

q2 · i? · causal · r2

Quasi-experimental pretest-posttest study of 91 sophomore accelerated baccalaureate nursing students in two sections of the same Health Assessment course; the TPS section's mean gain was 42.9 versus 12.43 for the control, a difference of 30.5 that the independent samples t test found significant ("t = 4.327, df = 78, p < 0.001").

"The t test establishes that the difference in the score increase, 30.5, is significant (t = 4.327, df = 78, p < 0.001)."

Mahmoud Kaddoura 2013 (2)¶

Mahmoud Kaddoura. (2013). Think Pair Share: A teaching Learning Strategy to Enhance Students' Critical Thinking. Educational Research Quarterly, Vol. 36.4. https://eric.ed.gov/?id=EJ1061947

q2 · i? · causal · r2

Because CT scores slightly deviated from normal distribution, the researcher ran a Mann-Whitney test on the score increases, which was "consistent with the independent t-test result" (Z = 4.391, p < 0.001).

"The Mann- Whitney result was consistent with the independent t-test result (Z = 4.391, p < 0.001)."

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• TPS and Non-TPS groups did not differ significantly on pretest CT scores but did differ significantly on posttest overall CT scores — related
• TPS students showed significantly larger pretest-to-posttest gains than Non-TPS students on all five CT subscales — related
• No significant pretest differences existed between TPS and Non-TPS groups on any of the five CT subscales — related
• TPS students scored significantly higher than Non-TPS students on posttest CT subscale scores — related
• Non-traditional teaching methods significantly improve critical thinking dispositions in nursing students compared to control groups — a broader claim this one bears on