Developing critical thinking with debate: Evidence from Iranian male and female students

Abstract

This study investigates the difference between the performance of Iranian male and female EFL learners on the five dimensions of the California Critical Thinking Skills Test. Eighty-eight learners, out of 120, selected through a convenience sampling method, participated in this study. The researcher used a quantitative research method with one-group pretest posttest design. This group received "the Meeting-House Debate" strategy. Data analysis involved descriptive and inferential statistics. Results showed no significant difference between males and females on the sub-scales measured; i.e. evaluation, analysis, inference, deductive reasoning, and inductive reasoning. It was concluded that gender did not have a significant effect on the students' critical thinking skills.