The effect of critical thinking skills instruction on achievement and attitudes of elementary students differing in learning style preferences
The purpose of this study was to determine the effect of teacher-paced versus self-paced instruction of critical thinking skills on the achievement of higher level thinking process and student attitudes in elementary students with a high, moderate, or low preference for teacher-structured learning.;...
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| Format: | Others |
| Language: | English |
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W&M ScholarWorks
1983
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| Online Access: | https://scholarworks.wm.edu/etd/1539618759 https://scholarworks.wm.edu/cgi/viewcontent.cgi?article=1969&context=etd |