Abstract
This research paper reports an experimental study geared to examine the effect of teaching reasoning fallacies on the critical thinking ability of a group of Moroccan university students. In a random assignment post-test design, 40 subjects took part in the study treatment. While the subjects in both experimental groups (n 20) received treatment on how to avoid and spot fallacies in arguments, the control group was involved straightway in taking the pre-test and the post test (with no prior assistance) for comparison purposes. After the treatment -which consisted in having the experimental group (n 20 subjects) receive training on the meaning of 15 reasoning fallacies and reinforcements tasks on how to identify them in statements and how to avoid them when they speak or write - all the subjects answered a twenty item multiple-choice test and 5 of them responded to structured interview to identify their attitudes. The final scores were then subjected to descriptive as well as referential statistics (independent and paired samples T-test) for between-group comparison purposes. The results reveal a significant facilitative and positive effect of reasoning fallacies training understudy, particularly when compared to the control condition. A follow-up investigation through an independent simplest-test) attested to the fact that the training resulted in an increased critical thinking ability as measured by the receptive and productive and this is particularly so when compared to the control condition. The study concludes with the main finding together with their interpretation. Some practical implications related to critical thinking instruction, lesson planning and material development, in general, brings the full paper circle.
Highlights
IntroductionCritical reflection in this quote is a key term that suggests that educational programs should incorporate critical thinking as one of their priorities
1 Critical thinking “CT” is a skill that learners need to acquire to cope with the new demands of the twenty-first century
Statistical Analysis: Sample unpaired T-test The study uses 40 subjects altogether. They were randomly assigned to a control group (n 20) and an experimental group (n 20), respectively
Summary
Critical reflection in this quote is a key term that suggests that educational programs should incorporate critical thinking as one of their priorities. This new trend in education inspired educationalists and researchers to seek ways to enhance critical thinking abilities in students by equipping them with the necessary tools to cope with this ever-changing world. Critical thinking is related to cognitive skills and predispositions, namely interpretation, analysis, evaluation, inference, explanation, and self-regulation (Facione, 2015)
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