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ERIC Number: ED551891
Record Type: Non-Journal
Publication Date: 2012
Pages: 209
Abstractor: As Provided
ISBN: 978-1-2678-5857-3
A Teacher Action Research Study: Enhancing Student Critical Thinking Knowledge, Skills, Dispositions, Application and Transfer in a Higher Education Technology Course
Phelan, Jack Gordon
ProQuest LLC, Ph.D. Dissertation, Capella University
This study examined the effects of a critical thinking instructional intervention in a higher education technology course with the purpose of determining the extent to which the intervention enhanced student critical thinking knowledge, skills, dispositions, application and transfer abilities. Historically, critical thinking has been considered one of the primary goals of higher education, however limited evidence exists to verify its attainment. Further research is needed to help educators develop more effective pedagogies to examine and enhance critical thinking in higher education classrooms. The study utilized a mixed methods teacher action research design whereby the teacher-researcher triangulated data to explore and answer six research questions that guided the project. Quantitative methods utilized the California Critical Thinking Skills Test, California Critical Thinking Disposition Inventory and Critical Thinking Knowledge Test in a pretest/posttest design using within subject t-tests to determine the extent to which students' critical thinking knowledge, skills, and dispositions were enhanced by the instructional intervention. Qualitative methods utilized a Student Perception Questionnaire in pretest/postest fashion to examine changes in students' perceptions regarding their ability to apply and transfer critical thinking knowledge, skills, and dispositions to their coursework and to areas outside of the course. Result data revealed a favorable impact of the intervention on students' critical thinking knowledge, skills, dispositions, application, and transfer abilities. Implications from this study suggest that becoming a critical thinker is not an automatic process, but when critical thinking is made explicit and is implemented intentionally, it can result in positive gains in students' critical thinking knowledge, skill, dispositions, application, and transfer abilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: California Critical Thinking Disposition Inventory; California Critical Thinking Skills Test (College)