Improving Student’s Critical Thinking Through Technology At Historically Black Institutions

  • Li Q
  • Payne G
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Abstract

This study examines the differences in student’s critical thinking ability through the Watson-Glaser Online Assessment software in a pretest- posttest setting. There is a noticeable increase in the categories of Recognize Assumptions and Evaluate Arguments and a relatively large decrease in the category of Draw Conclusions. In general, students from Non-STEM majors benefits more from teaching with technology than those in STEM majors.

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APA

Li, Q., & Payne, G. (2016). Improving Student’s Critical Thinking Through Technology At Historically Black Institutions. European Journal of Educational Sciences, 03(03). https://doi.org/10.19044/ejes.v3no3a2

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