Using an Evidence-Informed Approach to Improve Students’ Higher Order Thinking Skills

This study aimed to determine why university students performed relatively low on a writing assignment. In phase 1, questionnaire and performance data were collected and analyzed. This evidence-informed approach revealed that students’ relatively low performance was caused by their relatively underd...

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Bibliographic Details

Published in:	Education Sciences
Main Author:	Mireille Desirée Hubers
Format:	Article
Language:	English
Published:	MDPI AG 2022-11-01
Subjects:	action research evidence-informed teacher improvement higher order thinking skills lower order thinking skills
Online Access:	https://www.mdpi.com/2227-7102/12/11/834