Abstract

This study focused on selected cognitive measures, work habits, and performance patterns of students with low critical thinking skills who achieved high grades in a large entry-level course. The high-performing low critical thinkers were compared on all target variables with both low critical thinkers who achieved low grades in the course and high critical thinkers who achieved high grades. The findings point to particular work habits that instructors could promote in helping low critical thinkers improve their course performance.

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Additional Information

ISSN
1527-2060
Print ISSN
0021-3667
Pages
pp. 199-225
Launched on MUSE
2004-04-23
Open Access
No
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