Date of Award:

1995

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Psychology

Advisor/Chair:

Lani Van Dusen

Abstract

Critical thinking skills have become an important part of current educational practices. However, there is little empirical evidence comparing the effectiveness of the programs teaching these skills. In addition, there are questions as to whether the skills should be taught within the class content or separate from the class content.

This study assigned students attending labs as part of an educational psychology class to two experimental conditions (content-based and content-free) and a control condition. Measures were scores on lab papers and test scores for the class. In addition, an attitude survey was used to assess student attitudes to each condition, and the overall quality of the labs was assessed. An analysis of variance was performed on the data. Results indicated little difference between experimental and control conditions.

Checksum

96cb0163d4279ba94cfee88d3b3c3d89

Included in

Psychology Commons

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