Differences among Course Grade Groups on Critical Thinking [electronic resource] / Bernadette M. Gadzella 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 gr...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1996.
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| Summary: | 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) |
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| Item Description: | ERIC Document Number: ED393394. ERIC Note: Paper presented at Annual Meeting of the Southwest Educational Association Convention (New Orleans, LA, January 25, 1996). |
| Physical Description: | 7 p. |
| Audience: | Practitioners. |