Do instructional interventions influence college students’ critical thinking skills? A meta-analysis

2013 ◽  
Vol 9 ◽  
pp. 114-128 ◽  
Author(s):  
Lian Niu ◽  
Linda S. Behar-Horenstein ◽  
Cyndi W. Garvan
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Meta Analysis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Instructional Interventions

Instructional Interventions Affecting Critical Thinking Skills and Dispositions: A Stage 1 Meta-Analysis

2008 ◽  
Vol 78 (4) ◽  
pp. 1102-1134 ◽  
Author(s):  
Philip C. Abrami ◽  
Robert M. Bernard ◽  
Evgueni Borokhovski ◽  
Anne Wade ◽  
Michael A. Surkes ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Meta Analysis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Effect Sizes ◽  
Instructional Interventions ◽  
Statistical Adjustment ◽  
Service Training ◽  
Stage 1 ◽  
The Impact

Critical thinking (CT), or the ability to engage in purposeful, self-regulatory judgment, is widely recognized as an important, even essential, skill. This article describes an ongoing meta-analysis that summarizes the available empirical evidence on the impact of instruction on the development and enhancement of critical thinking skills and dispositions. We found 117 studies based on 20,698 participants, which yielded 161 effects with an average effect size ( g+) of 0.341 and a standard deviation of 0.610. The distribution was highly heterogeneous ( QT = 1,767.86, p < .001). There was, however, little variation due to research design, so we neither separated studies according to their methodological quality nor used any statistical adjustment for the corresponding effect sizes. Type of CT intervention and pedagogical grounding were substantially related to fluctuations in CT effects sizes, together accounting for 32% of the variance. These findings make it clear that improvement in students’ CT skills and dispositions cannot be a matter of implicit expectation. As important as the development of CT skills is considered to be, educators must take steps to make CT objectives explicit in courses and also to include them in both preservice and in-service training and faculty development.

scholarly journals Learning through Writing: Teaching Critical Thinking Skills in Writing Assignments

2012 ◽  
Vol 45 (02) ◽  
pp. 298-306 ◽  
Author(s):  
Gamze Çavdar ◽  
Sue Doe
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Political Science ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Writing Assignments ◽  
Course Content ◽  
Lower Division ◽  
Writing Assignment

AbstractTraditional writing assignments often fall short in addressing problems in college students' writing as too often these assignments fail to help students develop critical thinking skills and comprehension of course content. This article reports the use of a two-part (staged) writing assignment with postscript as a strategy for improving critical thinking in a lower-division political science course. We argue that through well-designed writing assignments, instructors can encourage students to reconsider concepts, critically evaluate assumptions, and undertake substantive revisions of their writing.

scholarly journals Meta Analisis Model Pembelajaran Problem Based Learning dalam Meningkatkan Keterampilan Berpikir Kritis di Sekolah Dasar [A Meta-analysis of Problem-Based Learning Models in Increasing Critical Thinking Skills in Elementary Schools]

2018 ◽  
Vol 14 (1) ◽  
pp. 9
Author(s):  
Indri Anugraheni
Keyword(s):  
Critical Thinking ◽  
Meta Analysis ◽  
Problem Based Learning ◽  
Analysis Data ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Google Scholar ◽  
Learning Models ◽  
School Students ◽  
Test Technique

<p>This study aims to analyze Problem-based Learning models intended to improve critical thinking skills in elementary school students. Problem-based learning models are learning processes where students are open minded, reflexive, active, reflective, and critical through real-world context activities. In this study the researcher used a meta-analysis method. First, the researcher formulated the research problem, then proceeded to review the existing relevant research for analysis. Data were collected by using a non-test technique by browsing electronic journals through Google Scholar and studying documentation in the library. Seven articles were found through Google Scholar and only one was found in the library. Based on the analysis of the results, the problem-based learning model can improve students' thinking ability from as little as 2.87% up to 33.56% with an average of 14.18%.</p><p><strong>BAHASA INDONESIA <strong>ABSTRAK</strong>: </strong>Penelitian ini bertujuan untuk menganalisis kembali tentang model pembelajaran Problem Based Learning untuk meningkatkan keterampilan berpikir kritis di Sekolah Dasar. Model pembelajaran Problem Based Learning adalah proses pembelajaran dimana siswa mampu memiliki pola pikir yang terbuka, refktif, aktif, reflektif dan kritis melalui kegiatan konteks dunia nyata. Dalam penelitian ini peneliti menggunakan metode meta analisis. Pertama-tama, peneliti merumuskan masalah penelitian, kemudian dilanjutkan dengan menelusuri penelitian yang sudah ada dan relevan untuk dianalisis. Teknik pengumpulan data dengan menggunakan non tes yaitu dengan menelusuri jurnal elektronik melalui google Cendekia dan studi dokumentasi di perpustakaan. Dari hasil penelusuran diperoleh 20 artikel dari jurnal dan 3 dari repository. Berdasarkan hasil analisis ternyata model pembelajaran Problem Based Learning mampu meningkatkan kemampuan berpikir Siswa mulai dari yang terendah 2,87% sampai yang tertinggi 33,56% dengan rata-rata 12,73%. </p>

scholarly journals A Systematic Review: Using Habits of Mind to Improve Student’s thinking in Class

2017 ◽  
Vol 8 (1) ◽  
pp. 25 ◽  
Author(s):  
Suad Alhamlan ◽  
Haya Aljasser ◽  
Asma Almajed ◽  
Haila Almansour ◽  
Nidhal Alahmad
Keyword(s):  
Systematic Review ◽  
Critical Thinking ◽  
Instructional Leadership ◽  
Meta Analysis ◽  
Thinking Skills ◽  
Comprehensive Analysis ◽  
Review Article ◽  
Critical Thinking Skills ◽  
Habits Of Mind ◽  
Study Results

This review article aims to explore how habits of mind as the concept defined under the recent Framework for Success in Postsecondary Writing contributes to the development of critical thinking in the classroom. The application of a systematic review and a meta-analysis approach allows investigating the selected habits of mind and comparing them to the externally verified critical thinking skills using a multiple regression with a variation methodology. Study results suggest that the available literature does not provide a comprehensive analysis of the problem due to the variations in explanatory values of the variables selected; though, it justifies the instructional leadership approach that should be fulfilled by the educators striving to deploy the Framework in their educational environment. The review suggests using a fieldwork approach as the next step of the mentioned Framework evaluation.

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