Enhancing Analytical Thinking in Tertiary Students Using Debates

Autor/inn/en	Spaska, Anastasiya M.; Savishchenko, Viktoriia M.; Komar, Olha A.; ?ritchenko, Tetiana Ya.; Maidanyk, Olena V.
Titel	Enhancing Analytical Thinking in Tertiary Students Using Debates
Quelle	In: European Journal of Educational Research, 10 (2021) 2, S.879-889 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Evaluative Thinking; Problem Solving; Decision Making; Thinking Skills; Skill Development; Debate; Persuasive Discourse; Instructional Effectiveness; Economics Education; Undergraduate Students; Positive Attitudes; Learner Engagement; Foreign Countries; Ukraine + Suchen Sie Ihr Suchwort? Problemlösen; Decision-making; Entscheidungsfindung; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Debating; Streitgespräch; Persuasion; Persuasive Kommunikation; Unterrichtserfolg; Wirtschaftskunde; Ausland
Abstract	The purpose of the study was to identify how debates effected the analytical thinking abilities of tertiary students and how the debates as an instructional approach were perceived by the students. The study used quantitative data collection methods such as tests and observation checklists and qualitative data collection methods such as a focus group discussion. The data was yielded from the measurements of students' analytical thinking, critical thinking, problem-solving skills, and decision-making skills. The pretest and posttest measurements were administered using the test of analytical skills, the quiz entitled "Get Ready to Test Your Analytical Skills!", and the problem-solving test. The study found that the debates improve the students' analytical thinking abilities and are perceived positively by them. The pretest and posttest measurements results, observation reports, and a focus group discussion showed that the debate-driven instructional model brought positive change to students' analytical thinking, critical thinking, problem-solving skills, and decision-making skills which are supported by the statistically significant Mean differences in all the variables. The findings from observations implied that the lessons were organised in a way that could sufficiently challenge the students, engage them in the search of information, and presenting their findings based on the facts and statistics. The results obtained from the students' responses in the outline focus group discussion found that the students appreciated participation in the debates as they associated the experience with job benefits, the practical value of the debates, learning engagement, and research. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01