Analyzing collegiate critical thinking course effectiveness: Evidence from a quasi-experimental study in China. (September 2022)

• Record Type: Journal Article
• Authors: Zhang, Qinggen; Tang, Huanli; Xu, Xinrui
• Is Part Of: Thinking skills and creativity. Volume 45(2022)
• Publication Date: 2022-09
• Subjects: Critical thinking -- Independent -- Embedded -- Effectiveness -- Quasi-experimental study; Thought and thinking -- Periodicals; Critical thinking -- Study and teaching -- Periodicals; Creative thinking -- Study and teaching -- Periodicals; Thinking -- Periodicals; Creativeness -- Periodicals; Teaching -- Periodicals; Pensée -- Étude et enseignement -- Périodiques; Créativité (Éducation) -- Étude et enseignement -- Périodiques; 370.15205
• DOI: 10.1016/j.tsc.2022.101105
• Languages: English
• ISSNs: 1871-1871

Abstract

Highlights: Explanatory mixed-method design. Quasi-experimental approach for two critical thinking courses' effectiveness: one independent, one embedded. The objective test tool for critical thinking skills was created and validated in the study context for cultural sensitivity. Opportunities to apply critical thinking skills in problem-solving influence course effectiveness. Taking a critical thinking course increases the students' awareness of critical thinking skills and motivation to practice deliberately. Abstract: Collegiate critical thinking skills are taught via independent courses or embedded modules, but effectiveness of instruction methods needs further study. Our study adopted a pre- and post-test quasi-experimental design with intervention and control groups to explore effectiveness of independent and embedded critical thinking modules at two Chinese universities. Embedded critical thinking modules had a significant, positive effect on development of collegiate critical thinking skills, but the independent critical thinking course did not have a statistically significant effect. This study incorporated a qualitative component to provide critical reflection on why independent critical thinking courses may be less effective, including aspects of course logistics, characteristics, and teaching methods, to provide guidance for future research and practical considerations for teaching critical thinking courses.