Traditional classroom teaching showed no significant improvement in students' critical thinking ability over the same period¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The control group's paired pre-post tests showed no significant differences in any temperament, skill or CET4 dimension. → Zhou 2018

Evidence¶

Zhou 2018¶

Zhen Zhou. (2018). An Empirical Study on the Influence of PBL Teaching Model on College Students’ Critical Thinking Ability. English Language Teaching, 11(4). https://doi.org/10.5539/elt.v11n4p15

q2 · i? · causal · r1

Paired samples T test of the control group receiving conventional classroom teaching (Table 2). The article reports all significance values "larger than .05"; no effect size is printed and equivalence was not tested.

"the statistical results (Table 2) demonstrated that the significant values of the control group in all dimensions of critical thinking temperament and critical thinking skills and CET4 scores are all larger than .05, which means that there is no significant difference."

Discussion¶

Related Claims¶

• PBL teaching significantly improves the critical thinking temperament dimensions of analysis, openness and justice in English-major sophomores — related
• PBL teaching did not significantly improve students' CET4 English scores compared with traditional teaching — related
• The control group showed no significant pre-test to post-test difference under conventional teaching — possibly the same claim (merge candidate)
• The control group taught by the traditional method showed no significant pre-test to post-test improvement — possibly the same claim (merge candidate)
• Both experimental and control groups improved significantly from pretest to posttest over the four-month period — reports the opposite
• Post-test comparison shows the PBL group significantly outperformed the control group on analysis, openness and justice temperaments and analysis and interpretation skills — related
• Purposely teaching for higher order thinking skills enhances high school students' critical thinking compared with traditional teaching — related
• PBL and traditional teaching do not differ significantly in their effect on pre-service teachers’ critical thinking dispositions — related
• PBL teaching significantly improves the critical thinking skills of analysis and interpretation in English-major sophomores — related
• Control-group students taught with conventional coursebook vocabulary tasks showed a 2.8% decrease in scores over the same period — related