ACADEMIC DEBATE AND ITS EFFECT ON THE CRITICAL THINKING SKILLS OF HIGH SCHOOL STUDENTS IN PERU

Authors

  • María Ysabel Álvarez Huari , Isabel Menacho Vargas , Francis Esmeralda Ibarguen Cueva , Nancy Cuenca Robles , Henry Hugo Alarcón Díaz

Abstract

The effect of academic debate and its effect on critical thinking in students of a secondary level
educational institution in Lima, Peru, was intended to demonstrate that a program of academic
debate had an outcome in critical thinking. It was carried out with a quantitative approach,
applied study, experimental design and quasi-experimental nature. The sample was intentional
non-probabilistic, made up of 49 third-grade students at the secondary level, divided into two
groups: the control and the experimental, the latter received the academic debate program, which
was made up of 15 learning sessions, focused on the development of academic debate skills and
cognitive critical thinking skills. Data was collected through a critical thinking test, consisting of
20 items, before and after the experience. The results showed that the program on academic
debate did have an effect on the critical thinking of high school students because the statistical
findings evidenced the differences in scores between the control and experimental groups, in
favor of the latter, which were significant (Z = -5.262 <-1.96) and (p = 0.00 <0.05).

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Published

2020-11-29 — Updated on 2020-11-30

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How to Cite

María Ysabel Álvarez Huari , Isabel Menacho Vargas , Francis Esmeralda Ibarguen Cueva , Nancy Cuenca Robles , Henry Hugo Alarcón Díaz. (2020). ACADEMIC DEBATE AND ITS EFFECT ON THE CRITICAL THINKING SKILLS OF HIGH SCHOOL STUDENTS IN PERU. PalArch’s Journal of Archaeology of Egypt / Egyptology, 17(6), 511 - 521. Retrieved from http://mail.palarch.nl/index.php/jae/article/view/756 (Original work published November 29, 2020)