Critical Thinking & Study Skills The purpose of the proposed resear

What are study skills and critical thinking skills? Klausmeier (1991) reports that at the post-secondary level, most educators agree that proper study skills should involve students being able to effectively:

(1) Establish a mood that facilitates study.

(2) Read for understanding by utilizing good comprehension strategies.

(3) Recall/retrieve material from memory that has been studied without having to refer to a text.

(4) Digest what has been learned (correcting recall as appropriate and organizing and storing the newly learned material in long-term memory).

(5) Expand upon what was learned by using self-inquiry to find applications of acquired material, to analyze and evaluate the new information, and to engage in activities that go beyond the information given in the text.

(6) Review (ability to correctly respond to questions about the material).

With respect to critical thinking skills, Stone and Nielsen (1992) define critical thinking as the ability to assess statements in a reasonable manner. According to the authors, there are four attributes associated with critical t

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lation for the study. Students were assigned to one of two comparison groups; non-differentiated or differentiated. Both groups' treatments employed classroom laboratory experiences designed to promote study skills, critical thinking skills, and decision-making abilities. Differentiated methodology included smaller classes, contracts, differentiated assignments, cooperative learning, and varying structure ("matching" based on pretest conceptual and study skill levels). It was hypothesized that post-treatment levels of study skill development, psychological growth, satisfaction, and academic performance would be superior for differentiated DPE subjects. It was also hypothesized that instructor training in DPE methodology would result in superior academic performance and satisfaction for both groups. Although the desired significant levels on all hypotheses were not achieved, posttest differences between differentiated and non-differentiated DPE instruction were found. The differentiated DPE group's psychological growth was not significantly greater than the non-differentiated DPE group's. However, post-hoc analysis revealed major developmental gains in the differentiated group were consistent across conceptual levels wher
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Approximate Pages = 15 (250 words per page)