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The Role of Critical Thinking Skills in Teaching of Computer Literacy in the Community College

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dc.contributor.author Vitanza, Joseph Patrick
dc.date.accessioned 2014-03-11T20:20:37Z
dc.date.available 2014-03-11T20:20:37Z
dc.date.issued 2013-05-01
dc.identifier.uri http://hdl.handle.net/2323/4705
dc.description 184 pages en_US
dc.description Cataloged from pdf version of thesis. en_US
dc.description This dissertation is submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Community College Leadership. en_US
dc.description Thesis (Ed.D. in Community College Leadership) - -Ferris State University, Community College Leadership Program, 2013. en_US
dc.description.abstract This study examined the effect of infusing Richard Paul’s critical thinking model into a computer literacy course. It studied community college students’ abilities to perform better in the discipline of computer literacy, as well as achieve an improved knowledge of a disposition toward critical thinking when compared to a control group not receiving the critical thinking treatment. Six sections of the Introduction to Computers class were randomly selected for this one-semester quasi experimental study, with three randomly placed in the experimental group and the other three in the control group. The only instructional difference between the groups was the infusion of critical thinking into the experimental group (n = 46). The control group (n = 46) was taught without this approach. Both groups were given a pre- and post-test measure of both critical thinking and computer literacy during the course of the study. While the quantitative findings showed no significant differences between the groups in understanding of the critical thinking model used in the study during the course of one semester, statistically significant improvements in computer literacy were noted in the experimental group. i i Three major conclusions emerged from this study: (1.) When infusing critical thinking into the curriculum, community college students are able to significantly improve computer literacy skills in a single course. (2.) By making expectations clear for students, explicitly teaching the model of critical thinking, and promoting active learning through the interaction of the material utilizing critical thinking concepts, students were better able to learn computer literacy. (3.) Infusing Richard Paul’s model into a computer literacy class over a single semester may have no effect on students’ abilities to learn the model of critical thinking itself, at least as assessed by the test instrument used in this study. Several potential explanations for this finding are discussed herein. en_US
dc.language.iso en_US en_US
dc.publisher Ferris State University en_US
dc.title The Role of Critical Thinking Skills in Teaching of Computer Literacy in the Community College en_US
dc.type Thesis en_US


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