Date of Award:
5-1970
Document Type:
Thesis
Degree Name:
Master of Science (MS)
Department:
School of Teacher Education and Leadership
Department name when degree awarded
Educational Administration
Committee Chair(s)
James P. Shaver
Committee
James P. Shaver
Committee
Terrance E. Hatch
Committee
James A. Jacobsen
Abstract
The effect of teaching critical thinking as part of a continuous progress packet in American history was studied at Cedar High School during the 1969-70 school year. An experimental group using the critical thinking packet was compared with a control group that used a continuous progress packet that taught only American history.
The dependent variables for the study were the STEP (Sequential Test of Educational Progress), Social Studies portion, and the Watson-Glaser Critical Thinking Appraisal. No statistically significant differences were found between the groups in either American history or critical thinking.
Differences in critical thinking ability, though not significant statistically, seemed to indicate the desirability of further research in this area. It was also recommended, as a result of this study, that further research be conducted to develop and evaluate new methods of assessing student competence in seminar situations.
Checksum
a31261e0b2f29cf42e59f98e73359b0c
Recommended Citation
Miller, James M., "American History and Teaching Critical Thinking" (1970). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 3015.
https://digitalcommons.usu.edu/etd/3015
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Comments
The effect of teaching critical thinking as part of a continuous progress packet in American history was studied at Cedar High School during the 1969-70 school year. An experimental group using the critical thinking packet was compared with a control group that used a continuous progress packet that taught only American history.
The dependent variables for the study were the STEP (Sequential Test of Educational Progress), Social Studies portion, and the Watson-Glaser Critical Thinking Appraisal. No statistically significant differences were found between the groups in either American history or critical thinking.
Differences in critical thinking ability, though not significant statistically, seemed to indicate the desirability of further research in this area. It was also recommended, as a result of this study, that further research be conducted to develop and evaluate new methods of assessing student competence in seminar situations.