Instructional effects on critical thinking: Performance on ill-defined issues |
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| Authors: | Charoula Angeli Nicos Valanides |
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| Institution: | 1. Learning and Innovation Centre, Avans University of Applied Sciences, Hogeschoollaan 1, Postbus 90116, 4800RA Breda, The Netherlands;2. Institute of Psychology, Erasmus University Rotterdam, The Netherlands;3. Department of Educational Development and Research, Maastricht University, The Netherlands;4. Interdisciplinary Educational Research Institute, University of Wollongong, Australia;1. Waseda University, Tokyo, Japan;2. Kyoto University, Kyoto, Japan;3. University of the Ryukyus, Okinawa, Japan;4. Research Organization of Information and Systems, Tokyo, Japan |
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| Abstract: | Undergraduate students in dyads (N = 72) were randomly and equally assigned to four groups, namely three teaching groups (General, Infusion, and Immersion) and the control group. Students were initially administered the California Critical Thinking Skills Test (CCTST). After instruction, each dyad's critical-thinking performance on an ill-defined problem was tested. A one-way ANCOVA, with the mean CCTST score of each dyad as covariate, indicated that the covariate and the teaching method were significant. Post hoc comparisons showed that the Infusion and the Immersion groups outperformed only the control group. Other quantitative and qualitative analyses revealed that students assigned to the different teaching groups exhibited diverse understandings of critical thinking. |
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