Educational Psychology & Counseling Publications and Other Works

Psychological Critical Thinking As a Course Predictor and Outcome Variable

Document Type

Article

Publication Date

8-2003

Abstract

Students' scores on a psychological critical thinking instrument administered at the beginning and end of a large human development course significantly correlated with multiple-choice exam scores, with the posttest critical thinking scores being the better predictor of exam performance. The sample as a whole gained significantly on critical thinking, but students with high and low exam scores differed in their patterns of change on critical thinking. Students who scored high (As and B+s) on the exams significantly improved their critical thinking scores, whereas students who scored low (Ds and Fs) on the exams did not. An explicit practice and feedback procedure implemented through an existing course activity presumably contributed to gains in critical thinking.

Link to Full Text
Files over 3MB may be slow to open. For best results, right-click and select "save as..."

Share

COinS