Teaching and learning effective thinking skills: Comparing two modifications of the lecture method with three traditional lecture classes in economics.

Abstract

The teaching and learning of effective thinking skills is a goal in many undergraduate courses. The lecture, in formal or modified form, is the most widely used undergraduate teaching method. Therefore, when the teaching and learning of effective thinking skills is examined, the lecture must also be examined. This study reviewed literatures on: (1) the lecture as a teaching method and (2) effective thinking. Literatures on: (3) academic motivation, (4) active learning, and (5) methods of teaching effective thinking were also examined. Two testable hypotheses were drawn from a synthesis of the literatures. These were tested using two modifications of the lecture method, one of which used small group work outside the lectures. The two lecture modifications were compared to each other and to three control classes for their ability to enhance effective thinking skills, academic motivation, and academic achievement. All five classes were sections of a principles of economics course with a total of 361 students participating in the study. Data analysis led to the conclusion that both lecture modifications were able to enhance the development of a type of effective thinking development, namely cognitive structuring. Cognitive structuring was measured by student's ability to group related course concepts. However, neither lecture modification appeared to enhance academic motivation, measured as intrinsic goal orientation, extrinsic goal orientation, or task value beliefs, or academic achievement. The conclusion reached by this study is that: (1) the explicit teaching and modeling of effective thinking skills by the lecturer, (2) the use of active learning elements within lecture classes, and (3) the assignment of problem sets that require the use of effective thinking skills, and not the presence or absence of small group work outside the lectures, enhanced the development of effective thinking skills.