The Effect of Technology-Integrated Learning on Students’ Critical Thinking Skills: A Quasi-Experimental Approach
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Key Points
Post-test results indicated significant improvement in the experimental group using technology-based activities.
The California Critical Thinking Skills Test demonstrated higher scores for the experimental group compared to controls.
Despite similar baseline performance, the experimental group outperformed the control group in critical thinking.
Quasi-experimental design methodology supports the effectiveness of technology integrated learning over traditional instruction.
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Implication
Quasi-experimental design shows technology-based instruction improves critical thinking skills in students, suggesting a shift from traditional methods.