An evaluation of needs, design, implementation, and outcomes of Development and Learning course enriched with critical thinking based instruction

Thesis Type: Doctorate

Institution Of The Thesis: Orta Doğu Teknik Üniversitesi, Faculty of Education, Department of Educational Sciences, Turkey

Approval Date: 2008


Supervisor: AHMET OK


This study aimed to evaluate the development process of Development and Learning course according to critical thinking based instruction in the Faculty of Commerce and Tourism Education at Gazi University by using Stufflebeam’s Context, Input, Process, and Product evaluation model. Data were collected from various sources through qualitative and quantitative methods such as questionnaires, individual and focus group interviews, student journals, achievement test, and California Critical Thinking Disposition Inventory (CCTDI). The context evaluation results showed that there were problems in the attainment of course objectives and in the application of the effective instructional strategies for learning and improving thinking skills. Thereupon, at the input evaluation stage, the course was redesigned according to critical thinking based instruction. Pretest-posttest experimental study was carried out while implementing the redesigned course. Concerning the process evaluation, student journals pointed out that while critical thinking based instruction was effective on learning, thinking and metacognitive skills, students experienced some difficulties. Regarding the product evaluation, according to achievement pre-posttest and retention test results and CCTDI pre-posttest results, students in both groups showed a significant progress within a semester. However, there was no difference between treatment and control groups. On the other hand, in the focus groups interviews, the students from the treatment groups expressed the contributions of the course to their teaching and thinking skills, understanding and participation. In conclusion, though quantitative data addressed that critical thinking based instruction did not create difference compared to the traditional instruction, qualitative data delineated positive effects of this approach.