The Influence of an Interdisciplinary Course on Critical Thinking Skills Page: 64
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64
Did Other Factors Affect Which Course Increased
Critical Thinking the Most?
The second hypothesis tested in this study was:
There will be no significant interaction between type of course (interdisciplinary
vs. traditional) and any of the other factors (gender, major, ethnicity, grade point
average, grade in the course, age, Composite ACT, and Math ACT).
Gender
In terms of critical thinking scores as measured by the WGCTA, the males
did better in each of the subscores and the overall score by taking Algebra for the
Sciences. The females were also better served by the Algebra for the Sciences course
in four of the subscores and the overall score. However, for the Interpretation
subscore, the females did significantly better (p=.0111) taking the traditional
College Algebra course. One possible explanation for this is that in at least two of
the four College Algebra classes the students that were most involved in the
classroom discussions were females. In at least two of the Algebra for the Sciences
classes the most involved students were males. Volkwein, King and Terenzini
(1986) found that classroom involvement had the strongest association with
intellectual skill development.
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Elliott, Brett M. The Influence of an Interdisciplinary Course on Critical Thinking Skills, dissertation, August 1999; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc278389/m1/70/?q=music: accessed July 18, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .