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EVALUATION OF EDUCATIONAL SOFTWARE AND PAPER-BASED RESOURCES FOR TEACHING LOGICAL-THINKING SKILLS TO GRADE SIX AND SEVEN STUDENTS

Year 2016, Volume: 5 , 434 - 454, 01.09.2016

Abstract

To determine whether there
were any differences between the effectiveness of educational software and
paper-based materials in teaching the logical-thinking skills of
classification, analogical reasoning, sequencing, patterning, and deductive
reasoning, a quantitative assessment was conducted using a pre-test, post-test,
experimental design. One-way ANOVAs were used to compare an experimental group
learning from educational software (32 students), an experimental group
learning from paper-based materials (32 students), and a control group (32
students). Tukey HSD Post Hoc Tests were performed since a significant
difference was found between the groups. For each test, the subjects taught
through educational software and those taught through paper-based materials
scored significantly higher in logical-thinking ability than the control group,
except for the subskill of deductive reasoning for both experimental groups.
There were no significant differences between subjects taught through
educational software and those taught through paper-based materials on any
test. Results from paired samples t-test results showed that the subjects
learning from educational software and those learning from paper-based
materials had significant percentage gains on all of their pre-test to
post-test scores, except the subjects learning through paper-based materials
showed no significant gains on the subskill of deductive-reasoning.

References

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Improved critical thinking skills as a result of direct instruction and their relationship to academic achievement (Doctoral dissertation, Indiana University of Pennsylvania, 2008). Bradberry-Guest, K. (2011). Effects of computer-based intervention on higher order thinking skills and implications for response to intervention (RTI) (Doctoral dissertation, Walden University, 2011). Burkhart, L. M. (2006). Thinking critically about critical thinking: Developing thinking skills among high school students (Doctoral dissertation, Claremont Graduate University, 2006). Campbell, D., & Stanley, J. (1966). Experimental and quasi-experimental designs for research. Chicago, Il: Rand McNally Publishing Company. Campbell, J. P. (2000). A comparison of computerized and traditional instruction in the area of elementary reading (Doctoral dissertation, University of Alabama, 2000). Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459. Cott, A. M. (1991). On the efficacy of programmed instruction on training creative problem solving strategies (Doctoral dissertation, Hofstra University, 1991). Cotton, K. (1991). Close-Up #11: Teaching Thinking Skills. Retrieved April 2, 2016, from http://educationnorthwest.org/sites/default/files/TeachingThinkingSkills.pdf Dick, W., & Carey, L. (1990). The systematic design of instruction (3rd ed.). Glenville, IL: Harper Collins Publishers. Duffield, J. (1989). Problem-solving software: What does it teach? (Doctoral dissertation, Florida State University, 1989). Ellingwood, M. (1997). The effects of Logo instruction on the higher-order thinking skills and mathematical achievement on male and female first grade students (Doctoral dissertation, University of South Alabama, 1997). Enniss, I. (2006). A qualitative analysis of the kinds of higher-order thinking processes present in the reflective journals of graduate students of reading theory (Doctoral dissertation, Wayne State University, 2006). Fenrich, P. (2014). Practical principles of instructional design, media selection, and interface design with a focus on computer-based training / educational software. Santa Rosa, CA: Informing Science Press. Gagné, R., Briggs, L., & Wager, W. (1988). Principles of instructional design (3rd ed.). New York, NY: Holt, Rinehart and Winston. Galinski, M. (1988). An investigation of the relationship of microcomputer problem-solving software and critical thinking abilities of junior-high students (Doctoral dissertation, Northeastern University, 1988). Heo, J. (2012). The effect of using three types of instructional media on comprehension and motivation of Korean college students in an online course (Doctoral dissertation, University of Nevada, 2012). Jeremiah, K. (2012). Understanding approaches to teaching critical thinking in high school classrooms (Doctoral dissertation, Walden University, 2012). Judy, J. E. (1987). Effects of two instructional approaches and peer tutoring on gifted and nongifted sixth graders’ analogy performance (Doctoral dissertation, Texas A&M University, 1987). Katzlberger, T. (2006). Learning by teaching agents (Doctoral dissertation, Vanderbilt University, 2005). Lafferty, I. (1996). Analysis of the computerized structure of intellect teaching thinking intervention (Doctoral dissertation, Havard University, 1996). Lamb, A. (2001). Critical and Creative Thinking – Bloom’s Taxanomy. Retrieved April 2, 2016, from http://eduscapes.com/tap/topic69.htm. Larson, M. E. (2010). Transfer of learning: The effects of different instruction methods on software application learning (Doctoral dissertation, Capella University, 2010). Larson, A., Britt, A., & Kurby, C. (2009). Improving students’ evaluation of informal arguments. The Journal of Experimental Education 77(4), 339-366. Lee, J. S. (2010). Outcomes and implications of designing and implementing a project-based learning geometry unit (Doctoral dissertation, Indiana University, 2010). Lee, Y. (2008). The effects of different levels of vicarious interactions on critical thinking (Doctoral dissertation, Purdue University, 2008). Leiker, V. (1993). The relationship between an integrated learning system, reading and mathematics achievement, higher-order thinking skills and certain demographic variables: A study conducted in two school districts (Doctoral dissertation, Baylor University, 1993). Lewis, R. B. (1998). Developing critical thinking through an interdisciplinary approach with social studies simulations and technology in fourth grade classrooms (Doctoral dissertation, Tennessee State University, 1998). Liu, C. (2006). Connecting the dots between critical thinking skills and dispositions for middle school students (Doctoral dissertation, Wayne State University, 2006. Mains, M. G. (1997). The effects of learning a programming language on logical thinking skills (Master’s degree thesis, University of Nevada, 1997). Masteron, J., & Perrey, C. (1999). Training analogical thinking skills in children with language disorders. American Journal of Speech-Language Pathology 8(1), 53-61. Mintz, K. (2000). A comparison of computerized and traditional instruction in elementary mathematics (Doctoral dissertation, University of Alabama, 2000). Orabuchi, I. (1992). Effects of using interactive CAI on primary students’ higher-order thinking skills: Inferences, generalizations, and math problem-solving (Doctoral dissertation, Texas Woman’s University, 1992). Pogrow, S. (2005). HOTS revisited: A thinking development approach to reducing the learning gap after grade 3. Phi Delta Kappan 87(1), 64-75. Reddy, S. (2008). Developing, implementing and evaluating computer-based instruction (Doctoral dissertation, Indiana State University, 2008). Repman, J. L. (1989). Cognitive and affective outcomes of varying levels of structured collaboration in a computer-based learning environment (Doctoral dissertation, Louisiana State University, 1989). Rivière, F. (1990). Developing problem solving abilities with artificial intelligence (Master degree thesis, University of Windsor, 1993). Rothman, A. H. (2000). The impact of computer-based versus “traditional” textbook science instruction on selected learning outcomes (Doctoral dissertation, Temple University, 2000). Rukavina, P. (2003). The effect of scaffolding movement challenges on students’ task-related thoughts and performance (Doctoral dissertation, Louisiana State University, 2003). Schmidt, D. (1991). An investigation of the effect of gender, cognitive level, and attitude of seventh-grade science students on an identification of key variables task using an expert system (Doctoral dissertation, Florida Atlantic University, 1991). Semper Scott, L. D. (2005). The cognitive emphasis of instruction as demonstrated by assessment practices (Doctoral dissertation, American University, 2005). Shiah, R. (1994). The effects of computer-assisted instruction on the mathematical problem solving of students with learning disabilities (Doctoral dissertation, Purdue University, 1994). Singh, O. B. (2010). Development and validation of a web-based module to teach metacognitive learning strategies to students in higher education (Doctoral dissertation, University of South Florida, 2009). Sondel, H. B. (2009). The effects of curricular programs on aspects of critical thinking as applied to writing (Doctoral dissertation, University of Virginia, 2009). Swan, K. (1990). Logo programming and the teaching and learning of problem solving (Doctoral dissertation, Columbia University, 1989). A. (1999). The effects of computer-based instruction on the academic achievement of at-risk students. (ERIC Document Reproduction Service No. ED457855). Thomson, S. (2009). Effects of Primary Education Thinking Skills™ on achievement: Mixed-method evaluative study (Doctoral dissertation, Aurora University, 2009). Titterington, L. C. (2007). Case studies in pathophysiology: The development and evaluation of an interactive online learning environment to develop higher order thinking and argumentation (Doctoral dissertation, Ohio State University, 2007). vonStein, J. H. (1982). An evaluation of the microcomputer as a facilitator of indirect learning for the kindergarten child (Doctoral dissertation, Florida Atlantic University, 1982). Wruck, L. M. (2010). Computer-mediated communication: Instructional design strategies that support the attainment of Bloom’s higher order cognitive skills in asynchronous discussion questions (Doctoral dissertation, Capella University, 2010). Wu, X. (2009). Improving children’s engagement and learning through free-flowing discussions: Impact of collaborative reasoning discussion (Doctoral dissertation, University of Illinois, 2009).
Year 2016, Volume: 5 , 434 - 454, 01.09.2016

Abstract

References

  • Abrami, P., et al. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research 78(4), 1102-1134. Allison, A. K. (1993). Critical thinking/problem-solving skills for the at-risk student (Doctoral dissertation, Northern Arizona University, 1993). Almatrodi, D. (2007). Effective critical thinking teaching strategies as perceived by affiliated program evaluation faculty (Doctoral dissertation, Western Michigan University, 2007). Asamani, J. B. (1998). An experimental study of the relationship between cooperative learning and critical thinking (Doctoral dissertation, Tennessee State University, 1995). Bass, G. M., & Perkins, H. W. (1984). Teaching critical thinking skills with CAI. Electronic Learning 14(2), 32, 34, 96. Baumer, E. (2009). Computational metaphor identification to foster critical thinking and creativity. (Doctoral dissertation, University of California, 2009). Bessick, S. (2008). Improved critical thinking skills as a result of direct instruction and their relationship to academic achievement (Doctoral dissertation, Indiana University of Pennsylvania, 2008). Bradberry-Guest, K. (2011). Effects of computer-based intervention on higher order thinking skills and implications for response to intervention (RTI) (Doctoral dissertation, Walden University, 2011). Burkhart, L. M. (2006). Thinking critically about critical thinking: Developing thinking skills among high school students (Doctoral dissertation, Claremont Graduate University, 2006). Campbell, D., & Stanley, J. (1966). Experimental and quasi-experimental designs for research. Chicago, Il: Rand McNally Publishing Company. Campbell, J. P. (2000). A comparison of computerized and traditional instruction in the area of elementary reading (Doctoral dissertation, University of Alabama, 2000). Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459. Cott, A. M. (1991). On the efficacy of programmed instruction on training creative problem solving strategies (Doctoral dissertation, Hofstra University, 1991). Cotton, K. (1991). Close-Up #11: Teaching Thinking Skills. Retrieved April 2, 2016, from http://educationnorthwest.org/sites/default/files/TeachingThinkingSkills.pdf Dick, W., & Carey, L. (1990). The systematic design of instruction (3rd ed.). Glenville, IL: Harper Collins Publishers. Duffield, J. (1989). Problem-solving software: What does it teach? (Doctoral dissertation, Florida State University, 1989). Ellingwood, M. (1997). The effects of Logo instruction on the higher-order thinking skills and mathematical achievement on male and female first grade students (Doctoral dissertation, University of South Alabama, 1997). Enniss, I. (2006). A qualitative analysis of the kinds of higher-order thinking processes present in the reflective journals of graduate students of reading theory (Doctoral dissertation, Wayne State University, 2006). Fenrich, P. (2014). Practical principles of instructional design, media selection, and interface design with a focus on computer-based training / educational software. Santa Rosa, CA: Informing Science Press. Gagné, R., Briggs, L., & Wager, W. (1988). Principles of instructional design (3rd ed.). New York, NY: Holt, Rinehart and Winston. Galinski, M. (1988). An investigation of the relationship of microcomputer problem-solving software and critical thinking abilities of junior-high students (Doctoral dissertation, Northeastern University, 1988). Heo, J. (2012). The effect of using three types of instructional media on comprehension and motivation of Korean college students in an online course (Doctoral dissertation, University of Nevada, 2012). Jeremiah, K. (2012). Understanding approaches to teaching critical thinking in high school classrooms (Doctoral dissertation, Walden University, 2012). Judy, J. E. (1987). Effects of two instructional approaches and peer tutoring on gifted and nongifted sixth graders’ analogy performance (Doctoral dissertation, Texas A&M University, 1987). Katzlberger, T. (2006). Learning by teaching agents (Doctoral dissertation, Vanderbilt University, 2005). Lafferty, I. (1996). Analysis of the computerized structure of intellect teaching thinking intervention (Doctoral dissertation, Havard University, 1996). Lamb, A. (2001). Critical and Creative Thinking – Bloom’s Taxanomy. Retrieved April 2, 2016, from http://eduscapes.com/tap/topic69.htm. Larson, M. E. (2010). Transfer of learning: The effects of different instruction methods on software application learning (Doctoral dissertation, Capella University, 2010). Larson, A., Britt, A., & Kurby, C. (2009). Improving students’ evaluation of informal arguments. The Journal of Experimental Education 77(4), 339-366. Lee, J. S. (2010). Outcomes and implications of designing and implementing a project-based learning geometry unit (Doctoral dissertation, Indiana University, 2010). Lee, Y. (2008). The effects of different levels of vicarious interactions on critical thinking (Doctoral dissertation, Purdue University, 2008). Leiker, V. (1993). The relationship between an integrated learning system, reading and mathematics achievement, higher-order thinking skills and certain demographic variables: A study conducted in two school districts (Doctoral dissertation, Baylor University, 1993). Lewis, R. B. (1998). Developing critical thinking through an interdisciplinary approach with social studies simulations and technology in fourth grade classrooms (Doctoral dissertation, Tennessee State University, 1998). Liu, C. (2006). Connecting the dots between critical thinking skills and dispositions for middle school students (Doctoral dissertation, Wayne State University, 2006. Mains, M. G. (1997). The effects of learning a programming language on logical thinking skills (Master’s degree thesis, University of Nevada, 1997). Masteron, J., & Perrey, C. (1999). Training analogical thinking skills in children with language disorders. American Journal of Speech-Language Pathology 8(1), 53-61. Mintz, K. (2000). A comparison of computerized and traditional instruction in elementary mathematics (Doctoral dissertation, University of Alabama, 2000). Orabuchi, I. (1992). Effects of using interactive CAI on primary students’ higher-order thinking skills: Inferences, generalizations, and math problem-solving (Doctoral dissertation, Texas Woman’s University, 1992). Pogrow, S. (2005). HOTS revisited: A thinking development approach to reducing the learning gap after grade 3. Phi Delta Kappan 87(1), 64-75. Reddy, S. (2008). Developing, implementing and evaluating computer-based instruction (Doctoral dissertation, Indiana State University, 2008). Repman, J. L. (1989). Cognitive and affective outcomes of varying levels of structured collaboration in a computer-based learning environment (Doctoral dissertation, Louisiana State University, 1989). Rivière, F. (1990). Developing problem solving abilities with artificial intelligence (Master degree thesis, University of Windsor, 1993). Rothman, A. H. (2000). The impact of computer-based versus “traditional” textbook science instruction on selected learning outcomes (Doctoral dissertation, Temple University, 2000). Rukavina, P. (2003). The effect of scaffolding movement challenges on students’ task-related thoughts and performance (Doctoral dissertation, Louisiana State University, 2003). Schmidt, D. (1991). An investigation of the effect of gender, cognitive level, and attitude of seventh-grade science students on an identification of key variables task using an expert system (Doctoral dissertation, Florida Atlantic University, 1991). Semper Scott, L. D. (2005). The cognitive emphasis of instruction as demonstrated by assessment practices (Doctoral dissertation, American University, 2005). Shiah, R. (1994). The effects of computer-assisted instruction on the mathematical problem solving of students with learning disabilities (Doctoral dissertation, Purdue University, 1994). Singh, O. B. (2010). Development and validation of a web-based module to teach metacognitive learning strategies to students in higher education (Doctoral dissertation, University of South Florida, 2009). Sondel, H. B. (2009). The effects of curricular programs on aspects of critical thinking as applied to writing (Doctoral dissertation, University of Virginia, 2009). Swan, K. (1990). Logo programming and the teaching and learning of problem solving (Doctoral dissertation, Columbia University, 1989). A. (1999). The effects of computer-based instruction on the academic achievement of at-risk students. (ERIC Document Reproduction Service No. ED457855). Thomson, S. (2009). Effects of Primary Education Thinking Skills™ on achievement: Mixed-method evaluative study (Doctoral dissertation, Aurora University, 2009). Titterington, L. C. (2007). Case studies in pathophysiology: The development and evaluation of an interactive online learning environment to develop higher order thinking and argumentation (Doctoral dissertation, Ohio State University, 2007). vonStein, J. H. (1982). An evaluation of the microcomputer as a facilitator of indirect learning for the kindergarten child (Doctoral dissertation, Florida Atlantic University, 1982). Wruck, L. M. (2010). Computer-mediated communication: Instructional design strategies that support the attainment of Bloom’s higher order cognitive skills in asynchronous discussion questions (Doctoral dissertation, Capella University, 2010). Wu, X. (2009). Improving children’s engagement and learning through free-flowing discussions: Impact of collaborative reasoning discussion (Doctoral dissertation, University of Illinois, 2009).
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Peter Fenrich This is me

Publication Date September 1, 2016
Published in Issue Year 2016 Volume: 5

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APA Fenrich, P. (2016). EVALUATION OF EDUCATIONAL SOFTWARE AND PAPER-BASED RESOURCES FOR TEACHING LOGICAL-THINKING SKILLS TO GRADE SIX AND SEVEN STUDENTS. The Eurasia Proceedings of Educational and Social Sciences, 5, 434-454.