TABLE 2.
Outcomes on critical-thinking assessment test; first-year and upper-level CREATE students.
| Course | Pre- Ave (SD) | Post- Ave (SD) | N | Significance | Effect size |
|---|---|---|---|---|---|
| Introduction to scientific thinkinga (first-year CREATE) | 9.6 (2.5) | 13.0 (4.4) | 15 | p < 0.05 | 0.97 |
| Analysis of scientific literature (upper-level CREATE) | 14.7 (4.1) | 16.35 (3.7) | 20 | p < 0.05 | 0.42 |
Gains made on CAT post-course (Post) vs. pre-course (Pre). The CAT was administered to the fall 2011 Biology 10050 class* and the fall 2013 Biology 35500 class at CCNY and sent to the CAT team at Tennessee Technological University for scoring. No students from the 2011 course were in the 2013 course. Significance: Matched-pair 2-tailed t test. Effect size: Cohen’s d (16). Scoring and data analysis provided by Tennessee Technological University CAT team (15).
a
Data from (10).
CREATE = Consider, Read, Elucidate hypotheses, Analyze and interpret the data, Think of the next Experiment; Ave = average; CAT = Critical-thinking Assessment Test.