Literaturnachweis - Detailanzeige
| Autor/inn/en | Gelven, Don R.; Stewart, Bob R. |
|---|---|
| Titel | The Use of Applied Communications in Developing Critical Thinking Skills of Tech Prep Students. |
| Quelle | (1998), (9 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Communication Skills; Critical Thinking; Educational Benefits; Educational Research; English Instruction; High Schools; Problem Solving; Self Evaluation (Individuals); Tech Prep; Thinking Skills |
| Abstract | A study examined the effect of participation in a tech prep program, specifically an applied communications course, on the problem-solving self-appraisal and critical thinking skills of secondary students. It also explored effects of a traditional English course and an honors English course on these factors. A pretest-posttest nonequivalent control group design was used. The Problem Solving Inventory Form B (Heppner 1988) measured the individual's self-appraisal of problem-solving self-efficacy; the Watson-Glaser Critical Thinking Appraisal Form B (Watson and Glaser 1980) measured critical thinking abilities. The sample consisted of students enrolled in four sections of three English courses: applied communications, traditional English, and honors English. Complete data were obtained from 140 students. The Statistical Analysis System was used to calculate a multivariate analysis of variance with the general linear model adaptation for a two-factor repeated measures experiment or a Pearson Product-Moment correlation, as appropriate. Findings indicated the following: a statistically significant difference in mean total scores on both tests by type of English course; no statistically significant difference in mean total scores by time of test administration; and a correlation for posttest scores significantly different than zero. Critical thinking abilities of students who completed the applied communications course did not significantly improve and their perceptions of their problem-solving skills did not become more positive. (Contains 16 references.) (YLB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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