TPS students showed significantly larger pretest-to-posttest gains than Non-TPS students on all five CT subscales¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Gain differences favoring TPS were significant on analysis (t=3.32, p=0.001), argument (t=16.09, p<0.001), prioritization (t=3.45, p=0.001), problem solving (t=9.39, p<0.001), and resolution (t=5.04, p<0.001). → Mahmoud Kaddoura 2013

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

Comparison of pretest-to-posttest gain differences on the five HESI CT subscales (analysis, argument, prioritization, problem solving, resolution) between the TPS and Non-TPS groups, reported in Table 2 with t tests and Mann-Whitney tests; the article notes the observations held "with a very minor exception".

"The researcher computed the differences in the five subscale scores for both the experimental and control groups and compared them, using both an independent sample t -test and a non-parametric Mann-Whitney test."

Discussion¶

Related Claims¶

• Nursing students taught with Think-Pair-Show gained significantly more critical thinking over a 17-week course than students taught without it — related
• TPS students scored significantly higher than Non-TPS students on posttest CT subscale scores — related
• No significant pretest differences existed between TPS and Non-TPS groups on any of the five CT subscales — related
• Cooperative learning with Think-Pair-Share and RoundTable was followed by larger critical thinking gains than traditional teaching in 4th graders, in a two-class quasi-experiment — related
• TPS and Non-TPS groups did not differ significantly on pretest CT scores but did differ significantly on posttest overall CT scores — related