NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1190486
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0963-9284
EISSN: N/A
Available Date: N/A
The Impact of an Integrated Assessment on the Critical Thinking Skills of First-Year University Students
Cloete, Melanie
Accounting Education, v27 n5 p479-494 2018
Empirical evidence highlighted the problem of underprepared graduates who lack the critical thinking skills required in the work environment. Institutions of higher learning have been mandated to provide graduates with these critical thinking skills. The purpose of this study was to investigate whether the integrated assessment conducted with first-year university students has enhanced the critical thinking skills of these students. This study employed a quantitative strategy and it was longitudinal in nature. The target population consisted of two groups: an experimental group and a control group. All five categories of the Watson-Glaser Critical Thinking Appraisal UK edition were administered to both groups in a pre-test and post-test measure. The findings revealed a statistical significance in the overall post-test scores in favour of the experimental group. It is recommended that integrated assessments, based on real world problems, should be conducted in both first year as well as subsequent years of study.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Identifiers - Assessments and Surveys: Watson Glaser Critical Thinking Appraisal
Grant or Contract Numbers: N/A
Author Affiliations: N/A