thomason1: Two Dependent Groups - Thomason Study 1
In gitrman/itns: Datasets from the book Introduction to the New Statistics

Description Usage Format Details Source References See Also

An example of data for the repeated measures design used in Chapter 8 of the book Introduction to the New Statistics.

thomason1

A data frame with 12 rows and 2 variables:

pre: Pre-treatment LSAT score
post: Post-treatment LSAT score

Many colleges require a course in critical thinking, but such courses are not particularly effective. Courses based on argument mapping, however, are more effective. Argument mapping is a graphical technique for representing and critiquing an argument. Thomason et al. (2014) reported 7 studies evaluating a promising approach to teaching critical thinking that combines argument mapping with a form of mastery learning. Studies were conducted in the U.S., Canada, and the U.K., and each study used a single group of students. Students were tested on various well-established measures of critical thinking, both before (the Pre-test) and after (the Post-test) training. Group sizes ranged from 7 to 39. All the Thomason studies compared the two conditions, Pretest and Posttest, within participants, and therefore used a paired design. The first Thomason study, Thomason 1, used a group of N = 12 students, whose critical thinking ability was assessed at Pretest and Posttest using the Logical Reasoning section of the Law School Aptitude Test (LSAT).

Thomason, N. R., Adajian, T., Barnett, A. E., Boucher, S., van der Brugge, E., Campbell, J., Knorpp, W., Lempert, R., Lengbeyer, L., Mandel, D. R., Rider, Y., van Gelder, T., & Wilkins, J. (2014). Critical thinking final report. The University of Melbourne, N66001-12-C-2004.

Cumming, G., & Calin-Jageman, R. (2017). Introduction to the New Statistics. New York; Routledge.

thomason2 thomason3

gitrman/itns documentation built on May 17, 2019, 5:29 a.m.