The Effectiveness of Computer Assisted Instruction in Critical Thinking

Authors

  • David Hitchcock

DOI:

https://doi.org/10.22329/il.v24i3.2145

Keywords:

critical thinking, skills, instruction, computer-assisted instruction, multiplechoice testing, CCTST, effectiveness, education

Abstract

278 non-freshman university students taking a l2-week critical thinking course in a large single-section class, with computer-assisted guided practice as a replacement for small-group discussion, and all testing in machine-scored multiple-choice format, improved their critical thinking skills, as measured by the California Critical Thinking Skills Test (Forms A and B), by half a standard deviation, a moderate improvement. The improvement was more than that reported with a traditional format without computer-assisted instruction, but less than that reported with a format using both computer-assisted instruction and essay-type assignments. Further studies are needed to test hypotheses suggested by these results.

Downloads

Published

2004-01-01

Issue

Vol. 24 No. 3 (2004)

Section

Articles

License

Copyright for each article published in Informal Logic belongs to its author(s). Informal Logic has the right of first publication. Permission to reprint any article that appears in Informal Logic MUST be obtained in writing from the author(s). In addition to any form of acknowledgement required by the author(s), the following notice must be added to the statement of copyright permission made in the reprint (with the appropriate numbers replacing the ellipses): [Article Title] was originally published in Informal Logic, [year], Volume ..., Number ..., pp. ...-... .