Background/Purpose Learning to think critically predicates the use of functional problem solving skills. This study determined the effectiveness of integrating an optional, standardized Critical Thinking Model (CTM) in conjunction with a Student Response System (SRS) on student content knowledge (CK) in a university fitness for living course.
Method Two groups of 149 students from two of the course's five lecture sections served as subjects. Both groups used SRS technology in lecture. The experimental group (EG) optionally used CTM as a study aid for quizzes/exams comprised of topic appropriate case studies; the control group (C) had no access to the CTM. Both groups had access to relevant case study models. Lectures were standardized and Blackboard accessible. CTM procedures were posted on the EG's Blackboard site, explained in the initial course lecture and revisited before examinations. A standardized 30-question pre-post course CK test was administered to both groups.
Analysis/Results ANOVA with repeated measures indicated that post-test means (M) increased significantly for both groups: PRE-M=53.43%; POST-M=70.25% (p < .001), and that the EG had a significantly higher post-test M than the C: EG-M=73.13%; C-M=67.36% (p < .02).
Conclusions Both SRS and CTM were effective teaching-learning tools in this course. The SRS required students to attend and interact in lecture for daily grades. CTM allowed students to learn to use application and analysis skills to solve case study questions. Expand future use of CTM by teaching its concepts in optional extracurricular study sessions to increase its overall effectiveness as a pedagogical tool.
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