Effects of Two Workshops on Critical Thinking in University Students
Author Information
Author(s): Cornejo Carlos Ossa, Rivas Silva F., Sánchez Carlos Saiz
Primary Institution: University of Bío-Bío, Concepción, Chile
Hypothesis
Do two different training workshops improve critical thinking skills among first-year university students?
Conclusion
The study found that both workshops significantly improved critical thinking skills, with direct teaching being more effective than semi-directed teaching.
Supporting Evidence
- Experimental group 1 showed a significant increase in critical thinking scores after direct teaching.
- Experimental group 2 also improved but not as much as group 1.
- The control group did not show significant improvement.
- Age and academic performance were controlled for in the analysis.
Takeaway
The study shows that teaching students how to think critically can help them do better in school, especially when taught directly.
Methodology
A quasi-experimental study with pre- and post-tests comparing two experimental groups and a control group.
Potential Biases
The use of intact groups may introduce bias.
Limitations
The sample size was small and may not be representative, and the number of training sessions was limited.
Participant Demographics
All participants were female pedagogy students aged 18 to 37.
Statistical Information
P-Value
0.0001
Confidence Interval
CI = (0.030, 0.328)
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
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