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Record identifier : 569763
Personal Name - Primary Intelectual Responsibility : Thompson, Janet
Title and statement of responsibility : To question or not to question: The effects of two teaching approaches on students' thinking dispositions, critical thinking skills, and course grades in a critical thinking course [Thesis]
Publication, Distribution,Etc. : Capella University, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , Capella University
Summary or Abstract : This quantitative, quasi-experimental research study examined the effects of two teaching approaches the questioning approach method and the non-questioning approach method on the thinking dispositions, critical thinking skills, and final course grades of students enrolled in an online version of critical thinking at a two-year college in the east. Using behaviorism as a theoretical perspective, this study examined differences between students' critical thinking dispositions, and their critical thinking abilities as measured by the California Critical Thinking Disposition Inventory (CCTDI) and the Watson-Glaser Critical Thinking Appraisal, Form S (WGCTA-FS) at the beginning and end of an online critical thinking course. In addition, the study examined whether students (the experimental group) who were prompted to respond to the summary activity via questions would differ in their performance relative to their overall scores on the California Critical Thinking Disposition Inventory (CCTDI) and the Watson-Glaser Critical Thinking Appraisal, Form S (WGCTA-FS) from students (control group) who did not receive the same instruction. Finally, the study examined whether higher achieving students' (those who earned A's or B's) critical thinking dispositions were higher than the critical thinking dispositions of average achieving students (those who earned C's or below) at the time the online critical thinking course ended. Results revealed no significant differences on the pretest and posttest relative to critical thinking dispositions and critical thinking ability. Furthermore, there were no differences between the control and quasi-experimental groups regarding thinking disposition, critical thinking ability, and final course grades. However, there were significant differences between the A/B and C/F students on critical thinking disposition in that the A/B students had higher thinking disposition scores than the C/F students..
Topical Name Used as Subject : Community college education
: Adult education
: Educational technology
: Higher education
Information of biblio record : TL
 
 
 
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