Evaluation of the effectiveness of critical thinking training on critical thinking skills and academic achievement by using mixed-meta method

Abstract

Critical thinking is among the basic skills for learning needed in the twenty-first century. In order to develop students' critical thinking skills, it is very important to include different teaching practices in education that will enable them to think critically. The impact of these practices on learners is also curious. In this study, it was aimed to evaluate the effectiveness of critical thinking training (CTT) on critical thinking skills and academic achievement with the mixed-meta method. As a result of the literature review, quantitative (meta-analysis) and qualitative (meta-thematic analysis) findings were obtained. Quantitative studies scanned from some databases in line with certain criteria were analysed with CMA 2.0 and MetaWin programs, and learning level, implementation process and course area moderator analyses were conducted. As a result of the analysis, it was seen that the effect sizes of critical thinking-based practices on learners' academic achievement and critical thinking skills were positive with a large-scale effect at a large level. Qualitative studies on the other hand were analysed with the Maxqda program. As a result of the analysis, the emerging themes were found to be 'the effect of CTT on the cognitive domain', 'the effect of CTT on the affective domain', 'the effect of CTT on the social domain', 'the effect of CTT on the delivery of the course', 'suggestions for CTT' and 'the problems encountered in CTT'. The findings revealed that CTT had a positive effect on academic achievement and development of critical thinking skills.Context and implications