How clear and organized classroom instruction and deep approaches to learning affect growth in critical thinking and need for cognition

• Published in: Studies in higher education (Dorchester-on-Thames) Vol. 40; no. 10; pp. 1786 - 1807
• Main Authors: Wang, Jui-Sheng, Pascarella, Ernest T., Nelson Laird, Thomas F., Ribera, Amy K.
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 26.11.2015; Taylor & Francis Ltd
• Subjects: approach to learning; Classroom management; Classroom Techniques; cognition; Cognition & reasoning; Cognitive Development; College Freshmen; College Seniors; Critical Thinking; Instructional Effectiveness; Integrated Activities; Learner Engagement; Learning; Learning Strategies; Liberal Arts; Longitudinal Studies; National Survey of Student Engagement; National Surveys; Need for Cognition Scale; Predictor Variables; Student Development; Student Experience Questionnaire; Student Surveys; Thinking Skills; Transformative Learning; Undergraduate Students; undergraduates; United States (Mid Atlantic States); United States (Midwest); United States (Northeast); United States (Pacific States); United States (Southeast); university teaching; Watson Glaser Test of Critical Thinking

In this study the authors analyze longitudinal student survey data from the 17-institution Wabash National Study of Liberal Arts Education (WNS) to determine the extent that the influence of overall exposure to clear and organized instruction on four-year growth in two measures of cognitive developm...