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ERIC Number: ED393394
Record Type: Non-Journal
Publication Date: 1996-Jan-25
Pages: 7
Abstractor: N/A
Reference Count: N/A
Differences among Course Grade Groups on Critical Thinking.
Gadzella, Bernadette M.; And Others
This study compared critical thinking skills of 98 college freshmen as measured by the Watson-Glaser Critical Thinking Appraisal instrument during their first week in the course with their final grades in a freshman course. Results indicated that there were significant differences among the three groups on the three subtests of Inference, Recognition of Assumptions, and Evaluation of Arguments. On Inference and Evaluation of Arguments, A students had significantly higher scores that C students; on Recognition of Assumptions, A and B students scored significantly higher than C students. On the total critical thinking score, A students' scores were significantly higher than B and C students, and B students' scores were significantly higher than C students. Findings support the importance of teaching critical thinking skills at the middle and high school levels, in preparation for college work. (Author/NAV)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Watson Glaser Critical Thinking Appraisal