The Effectiveness of Computer Assisted Instruction in Critical Thinking

David Hitchcock

Abstract


278 non-freshman university students taking a l2-week critical thinking course in a large single-section class, with computer-assisted guided practice as a replacement for small-group discussion, and all testing in machine-scored multiple-choice format, improved their critical thinking skills, as measured by the California Critical Thinking Skills Test (Forms A and B), by half a standard deviation, a moderate improvement. The improvement was more than that reported with a traditional format without computer-assisted instruction, but less than that reported with a format using both computer-assisted instruction and essay-type assignments. Further studies are needed to test hypotheses suggested by these results.

Keywords


critical thinking, skills, instruction, computer-assisted instruction, multiplechoice testing, CCTST, effectiveness, education

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ISSN: 0824-2577