Measuring Critical Thinking as Learning Outcome: A Pilot Study from the Ideas and Exposition Module

Abstract

This paper presents results from a pilot study of the effectiveness of an Ideas and Exposition 1 module in fostering critical thinking (CT) skills amongst students with reference to a particular CT instrument, the Halpern Critical Thinking Assessment (HCTA). The study had two major goals: (1) to determine whether or not the HCTA is an appropriate tool for measuring learning outcomes in I&E 1, as determined by whether or not the 5 CT skills measured by the HCTA (argument analysis, verbal reasoning, hypothesis testing, using likelihood and uncertainty, and decision making and problem solving) are taught during the course; and (2) to determine which student CT skills improved (if any) after taking a particular I&E 1 module. The hypothesis of the study was that there would be substantial, although not complete alignment of the HCTA and the course learning outcomes in I&E 1, specifically with respect to the course’s ability to promote argument analysis, verbal reasoning, and decision making and problem solving. The pilot study found a statistically significant improvement in argument analysis, no improvement in hypothesis testing, decision making and problem solving, or managing likelihood and uncertainty, and a decrease in verbal reasoning skills. Possible explanations are provided, as well as further suggestions regarding the limits of the pilot study and the lessons it might offer to instructors who hope to improve the CT skills of their students.