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Critical Thinking Master Student Preferred Learning Aids: An Experimental Study

Author

Listed:
  • T. Christine Gordon, Ph.D.

    (Saint Leo University)

  • Veronika Ospina-Kammerer, Ph.D.

    (Saint Leo University)

Abstract

Case Analysis is not new in the realm of learning, use of learning aids and assessment. Critical Thinking requires product design/course, paper completion, and research/ citations in support of the student statements and specific parameters of the paper. Teaching and learning theories (inductive and deductive) and critical thinking are the benchmarks in determining the success of teaching techniques in a course. The deductive method includes a preset assessment. The “Table of Contents” structures student learning. A study, of three online Master student cohort groups, was designed to test for (no) preferences of student course aids with respect to critical thinking, learning and assessment. The Chi Square Goodness of Fit testing shows a statistically significant preference for the “Table of Contents” as a preferred learning aid.

Suggested Citation

  • T. Christine Gordon, Ph.D. & Veronika Ospina-Kammerer, Ph.D., 2016. "Critical Thinking Master Student Preferred Learning Aids: An Experimental Study," Review of Social Sciences, LAR Center Press, vol. 1(3), pages 53-57, March.
    • Handle: RePEc:lrc:larrss:v:1:y:2016:i:3:p:53-57
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    File URL: http://www.socialsciencejournal.org/index.php/site/article/view/15/16
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    References listed on IDEAS

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    1. John F. Chizmar & Mark S. Walbert, 1999. "Web-Based Learning Environments Guided by Principles of Good Teaching Practice," The Journal of Economic Education, Taylor & Francis Journals, vol. 30(3), pages 248-259, January.
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