IMPROVING CRITICAL THINKING SKILLS: AUGMENTED FEEDBACK AND POST-EXAM DEBATE: A FOLLOW-UP STUDY

Marni Brown, Jack Beeber and Daniel Boylan

Business Education and Accreditation, 2021, vol. 13, issue 1, 1-10

Abstract: Studies have confirmed critical thinking skills contribute to the success of professionals; however, college graduates lack the critical thinking skills needed in today’s workforce. "Student Self-Initiated Challenge of Examination Questions" encourages and increases critical thinking skills by allowing students to challenge objective examination question.. In this follow up study, researches gather qualitative data based on student responses and sentiments towards the SSCEQ method.. Through this method, students noticed improvement in critical thinking, reasoning, and discussion. Furthermore, students enjoyed the ability to explain their perspective and hear other points of view. Overall, students responded positively to the SSCEQ method.

Keywords: Critical Thinking; Classroom Techniques; Objective Examinations; Class Discussion; Participation; Business Law Course (search for similar items in EconPapers)
JEL-codes: A22 K40 K41 (search for similar items in EconPapers)
Date: 2021
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v13n1-2021/BEA-V13N1-2021-1.pdf (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibf:beaccr:v:13:y:2021:i:1:p:1-10

Access Statistics for this article

Business Education and Accreditation is currently edited by Terrance Jalbert

More articles in Business Education and Accreditation from The Institute for Business and Finance Research
Bibliographic data for series maintained by Mercedes Jalbert ( this e-mail address is bad, please contact ).