Effects of computer technology and traditional methods of instruction upon the critical thinking skills of teachers and students

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Lois Paulson Kezar (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Keith Wright

Abstract: The purpose of this study was to investigate the effectiveness of computer technology in developing critical thinking skills of teachers and middle school students. The influences of years of teaching experience and educational degrees held by the teacher upon teacher gains and student gains were also investigated. In addition, this study examined the relationship between achievement test scores and critical thinking scores. The sample consisted of 20 classroom teachers and 449 fifth and sixth grade students at a middle school in rural Piedmont North Carolina. Ten teachers and 239 students were in classrooms with computers, while the control group of 10 teachers and 210 students did not have computers. A t test for gain scores (posttest scores minus pretest scores) of the computer group with the control group indicated a significantly greater gain (p<.0001) for computer students than non-computer students. Teacher gains were not significant.

Additional Information

Language: English
Date: 1991
Computer-assisted instruction
Teaching $x Computer programs
Critical thinking
Achievement tests

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