Cat Student Performance Improvement Instructional Schemes

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.