The Effect of Technology-Integrated Learning on Students’ Critical Thinking Skills: A Quasi-Experimental Approach

Abstract

This study examined the effect of technology-integrated learning on students’ critical thinking skills using a quasi-experimental design. Sixty undergraduate students from a public university were divided into an experimental group and a control group. The experimental group (n = 30) received instruction through technology-based activities such as online discussions and interactive quizzes, while the control group (n = 30) was taught through traditional lectures and written exercises. Critical thinking was assessed using the California Critical Thinking Skills Test (Facione, 1990), administered as both a pre-test and a post-test. Results showed no significant difference between the two groups in the pre-test, confirming comparable baseline performance. However, the post-test results indicated that the experimental group scored significantly higher than the control group. Paired samples t-tests revealed substantial improvement in the experimental group, whereas the control group showed only a small increase. These findings support the conclusion that technology-integrated learning enhances students’ critical thinking more effectively than traditional instruction.