The Effect of Critical-Thinking-Oriented Instruction on Grade 5 Students' Learning Outcomes in Decimals

Abstract

This study provides a preliminary evaluation of the effects of a critical-thinking-oriented instructional approach on Grade 5 students' performance on decimal tasks. The approach comprised three groups of activities: using errors as learning opportunities; exchanging ideas, discussing, and evaluating solution methods; and engaging in self- and peer assessment. A quasi-experimental design combining quantitative and qualitative data was employed with 138 students from four classes at two primary schools in Quang Ninh Province. The two experimental classes, comprising 69 students, participated in these activities, whereas the two control classes, also comprising 69 students, studied the same content for the same amount of time through conventional classroom instruction. The post-intervention test results showed that the experimental group achieved a mean score of 7.75, compared with 6.91 for the control group, with an estimated medium effect size (Cohen's d = 0.62). Classroom observations and student work indicated that students in the experimental classes had more opportunities to identify errors, provide reasons, evaluate solution methods, and revise their work. The findings provide initial evidence of the feasibility of integrating critical-thinking-oriented activities into the teaching of decimals. Because only a small number of classes participated and no standardized measure of critical thinking was used, the findings should be interpreted within the scope of the study sample.