NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ833378
Record Type: Journal
Publication Date: 2009-Aug
Pages: 13
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0959-4752
Instructional Effects on Critical Thinking: Performance on Ill-Defined Issues
Angeli, Charoula; Valanides, Nicos
Learning and Instruction, v19 n4 p322-334 Aug 2009
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. (Contains 4 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Assessments and Surveys: California Critical Thinking Skills Test (College)