THE DEVELOPMENT, IMPLEMENTATION, AND EFFECTIVENESS OF A PEDAGOGICAL
TREATMENT FOR THE TEACHING AND LEARNING OF CRITICAL THINKING
Joanne R. Reid, Phyllis R. Anderson
A quasi-experimental study of a pedagogical treatment in critical
thinking was undertaken in a college of business. The quantitative
results demonstrated significant improvements in 6 of 7 measures
of critical thinking using a validated assessment instrument. This
treatment was taught in the college of business for four years. A
qualitative/quantitative survey was taken of the graduates of the
college who had taken this treatment. Quantitative results were
validated by the qualitative responses of the graduates. Graduates
were confirmed to use the critical thinking knowledge, skills and
strategies they had learned in their personal, academic, and
professional lives. Graduates were also shown to be highly satisfied
with the effects of the treatment in their personal, academic, and
professional lives. Full Text
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