Fostering Critical Thinking Skills through Peer Discussion: A Mixed-Methods Quasiexperiment on Students’ Information Evaluation Abilities on Short-Video Platform

Description

Coded transcripts, 2 class*3 timepoints standardised tests and treatment-specific tests. Using a mixed-methods, counterbalanced quasi-experimental design, data were collected from 86 tenth-grade students through standardised tests, treatment-specific assessments, and qualitative analysis of peer discussions. Findings showed that structured peer interaction improved students’ critical thinking and ability to identify inaccurate information on short-video platforms.

Institutions

• University of Auckland

  Auckland, Auckland

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