Inquiry: Critical Thinking Across the Disciplines

Volume 22, Issue 4, Summer 2003

Robert L. Williams, Renee Oliver, Jessica L. Allin
Pages 57-63

Knowledge and Critical Thinking as Course Predictors and Outcomes

Pre- and postmeasures of course knowledge correlated more strongly and consistently with course performance variables (essay quizzes, course project, multiple-choice exams, and total course credit) than did pre- and postmeasures of generic critical thinking. In addition, the total sample (N =126) improved significantly on course knowledge from the pre- to the postassessment but changed minimally on critical thinking. The extent and pattern of change in critical thinking differed somewhat for students making high and low grades in the course. High-grade students achieved significantly more favorable changes on both critical thinking and course knowledge than did the low-grade students.