ameneh ali; aliakbar saif; parvin kadivar; ali delavar
Volume 10, Issue 34 , January 2015, , Pages 1-21
Abstract
This study evaluated the effectiveness of writing assignments on the students learning and thinking. Writing assignments as an independent variable was performed in two levels: short writing assignments and analytical essay writing. Research was the quasi- experimental study with a pretest - posttest ...
Read More
This study evaluated the effectiveness of writing assignments on the students learning and thinking. Writing assignments as an independent variable was performed in two levels: short writing assignments and analytical essay writing. Research was the quasi- experimental study with a pretest - posttest control group. The study sample included 115 undergraduate students from Amir Kabir Education University who were randomly assigned to two experimental groups and one control group. Instruments were achievement test and thinking inventory (kember, 2000). The result showed that there was a significant different at the levels of student learning and thinking in the short writing assignments and analytical essay writing groups Compared with traditional teaching.
Kamran Ganji; Abolghasem Yaqoubi; Reza Lotfali
Volume 9, Issue 27 , April 2013, , Pages 2-26
Abstract
The aim of this study was to investigate the effectiveness of teaching questioning skills to teachers on critical thinking of male high school students. The design of the research was quasi-experimental, involving pretest-posttest and control group. The population consisted of all male high school students ...
Read More
The aim of this study was to investigate the effectiveness of teaching questioning skills to teachers on critical thinking of male high school students. The design of the research was quasi-experimental, involving pretest-posttest and control group. The population consisted of all male high school students and teachers of Malayer, out of which 219 2nd and 3rd year students of humanities and electronics were randomly selected and analyzed in two groups (113 in control group and 106 in experimental group) and 8 classes. The experimental group consisting of 4 teachers (philosophy, logic, religious studies, and applied electronics) attended the questioning skills course, while the control group did not take part in the course. Form B of the California Critical Thinking Skills Test (Facione and Facione, 1997) was used for data collection. The collected data were analyzed using analysis of covariance and t tests. The findings and pretest scores showed that the students of both groups were equal with regards to age, course averages, IQ, critical thinking ability, and its subscales. The analysis of covariance showed that teaching questioning skills to the teachers increased the students’ critical thinking ability by 12%. Moreover, the five subscales of critical thinking ability increased as the following: analysis 9%, evaluation 12%, inference 4%, deductive reasoning 6%, and inductive reasoning 5%. The differences between the mean scores of critical thinking skills and its five subscales among students of humanities and electronics were not significant.
