Assessing a Feasible Effective Critical Thinking Protocol for Community Colleges

Assessing a Feasible Effective Critical Thinking Protocol for Community Colleges

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A pretest-posttest research design was used to investigate if a statistical significance is found in the posttest scores of a sample of 206 community college students who participated in a short-term, Web-based Critical Thinking Skills Workshop on two measures: (a) the Halpern Critical Thinking Assessment (HCTA), a measure of critical thinking skills used in everyday situations and (b) the Across the Curriculum Critical Thinking Rubric for Argument Analysis (ACCTR:AA), a measure of Recognition of argument analysis strategies and Transfer and Application of argument analysis strategies to assignments in either an English, history, or psychology class. The data were analyzed using ANCOVA, chi-square, and regression analysis. Contrary to expectations, it was found that the Workshop did not improve scores of critical thinking in everyday situations or Recognition, Transfer, and Application of argument analysis strategies for the English or history classes. Interestingly, as anticipated, significance was found for Transfer and Application of argument analysis strategies to a psychology assignment for the posttest experimental group (pa Position Paper Assignment for different disciplines. For example, an English instructor is able to use the General Instructions to develop an English assignment, whereas a history instructor is able to use the General Instructions to develop aanbsp;...


Title:Assessing a Feasible Effective Critical Thinking Protocol for Community Colleges
Author: Kimberly C. Metcalfe
Publisher:ProQuest - 2007
ISBN-13:

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