It is not what you think it is how you think: A critical thinking intervention enhances argumentation, analytic thinking and metacognitive sensitivity

Abstract

Critical thinking (CT) is an essential element of Higher Education and is central to graduate achievement and employability. This study examined the effect of an online CT intervention (developed using dual process and meta-reasoning theoretical frameworks) on Higher Education students’ attitudes about CT and their CT skills. One hundred and forty-eight participants were allocated either to an intervention or control group, assessed at pre and post-test for perceptions and attitudes towards CT, cognitive reflection, argument evaluation, and analytical writing style (via an essay writing task). The analyses results revealed a significant increase from pre- to post-intervention on all CT measures except for analytic writing style and valuing critical thinking, with the intervention group performing significantly better at post-test than the control group. It was concluded that CT can be improved with brief online interventions based on ’’how to think’’ rather than ’’what to think’’ and that attitudes and beliefs play an important part in the development of students’ CT skills.