The Influence of an Interdisciplinary Course on Critical Thinking Skills Page: 78
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78
Summary
Students in the interdisciplinary course Algebra for the Sciences made greater
gains in critical thinking than students in the traditional College Algebra. However,
these gains were not statistically significant. In terms of overall critical thinking,
Algebra for the Sciences was a better course than College Algebra regardless of
one's gender, major, ethnicity, grade point average, grade in the course, age, Math
ACT or Composite ACT scores. The same was true for all of the critical
thinking subscores with the following two exceptions. Females did better in
College Algebra on the Interpretation subscore. Those students who received high
grades in the course did better in College Algebra on the Deduction subscore.
Overall, the students made gains in the overall critical thinking score and in
four of the subscores indicating that college attendance has a positive influence on
critical thinking. However, only the Assumption and Evaluation subscores
showed statistically significant gains. The Deduction subscore actually decreased
slightly (but not significantly so). As for individual factors that are related to
overall critical thinking, the following were found to be significant and are listed in
order from the most related to the least related: Composite ACT, grade in the course,
Math ACT, grade point average and academic major. The following factors were
not found to be related to critical thinking: ethnicity, gender and classification of
student (freshman, sophomore, etc.).
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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/m1/84/?q=music: accessed July 18, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .