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    Cat Student Performance Improvement Instructional Schemes

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    Williams_morgan_0755D_10379.pdf (1.259Mb)
    Permanent Link
    http://hdl.handle.net/11603/10638
    Collections
    • MSU Student Collection
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    Author/Creator
    Williams, Clarence Odell
    Date
    2014
    Type of Work
    Text
    dissertations
    Department
    Higher Education Program
    Program
    Doctor of Philosophy
    Rights
    This item is made available by Morgan State University for personal, educational, and research purposes in accordance with Title 17 of the U.S. Copyright Law. Other uses may require permission from the copyright owner.
    Subjects
    Universities and colleges--Administration
    Critical thinking
    Abstract
    The current project study explored the beneficial effects of three different Critical Thinking (CT) schemes designed to improve student performance on the Critical Thinking Assessment Test (CAT): Direct CT instruction, in class and Bb discussions of CAT analogue questions, and a combination of Direct CT instruction and discussions of CAT analogue questions. A pretest/posttest static design was used. Results show that participants who received combined instruction demonstrated more improvement gains than participants who received either scheme exclusively. Participants from all three CT instructional schema pretested below national norms, but post tested within the national norms on the CAT. Females and younger participants showed more improved gains than males and students above 22 years respectively.


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    Growing the Future, Leading the World!


    If you wish to submit a copyright complaint or withdrawal request, please email mdsoar-help@umd.edu.