Measuring the Efficacy of a Critical-Thinking Skills Program

• In Event: Measuring What Matters: Challenges and Opportunities in Assessing Critical Thinking

Abstract

This study evaluates the efficacy of a critical-thinking skills program among Master of Science in Business students at a large U.S. public university. Using the Collegiate Learning Assessment (CLA+), students were assessed across three instructional conditions: no instruction, implicit instruction, and explicit instruction. Results showed statistically significant improvements in CLA+ scores with increasing levels of instruction, with the highest gains observed in the explicit instruction group. Additionally, a greater proportion of students in this group achieved “accomplished” or “advanced” mastery levels. These findings suggest that structured, explicit instruction in critical thinking significantly enhances students’ higher order skills, offering a scalable model for addressing the critical-thinking gap in higher education.

Authors

• Doris Zahner, Council for Aid to Education

• Michael Alexander, Texas A&M University

• Lisa Provines, Texas A&M University