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

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.