Critical Thinking and Managerial Decision Making Research 2022

Running head: CRITICAL THINKING AND MANAGERIAL DECISION MAKING
CRITICAL THINKING AND MANAGERIAL DECISION MAKING
Name of the Student
Name of the University
Author Note

CRITICAL THINKING AND MANAGERIAL DECISION MAKING1
Introduction
Tiruneh, De Cock and Elen (2018) in the article entitled “Designing learning
environments for critical thinking: Examining effective instructional approaches” discusses the
importance of the role played by the educators in the matters that are related to the development
of critical thinking skills among the learners who have been pursuing higher education at the
several universities. The role played by the educators often lead to the progress of the critical
thinking skills that are being developed by the students who have been taking part in the given
course of education (Viennot & Décamp, 2018). The following essay attempts a review of the
given article. The given research has helped in paving the way for the discussion on the issues
that are highlighted due to the involvement of the various educators. The essay opens with an
analysis of the article. The essay proceeds towards the concluding section by making attempts at
critically evaluating the given article.
Critical analysis
The background of the research article in discussion refers to the contribution of the
educators in developing the critical thinking on the part of the students. The article agrees on the
fact that the skills of the student regarding the critical thinking bear relevance to the teaching
styles that are followed by the concerned educator. The undergraduate education is often
observed to have been considered to be undertaken by the pupils in order to develop the critical
thinking skills that are required for the proper understanding of the subject that the student has
been studying.
The main objective of the research that had been undertaken by the authors is the
understanding of the effects of the designing the instructional interventions of teaching electricity

CRITICAL THINKING AND MANAGERIAL DECISION MAKING2
and magnetism on the basis of immersion, infusion and the other regularized approaches that
help in developing the skills for critical thinking that need to be acquired in both the general and
the specific factors within the concerned domain. The study focusses on the impact of these
interventions on the achievement of the various factors that the concerned student aims to
achieve with the completion of the given course of study.
The core research question that the research aims to answer is “What are the effects of
E&M instructional interventions designed based on Immersion, Infusion, and regular
instructional approaches on the acquisition of domain-specific and domain-general CT skills
and course achievement?” (Tiruneh, De & Elen, 2018). The research question helps in the proper
understanding of the factors that lead to developing the skills for critical thinking that are being
developed by the students who have been taking part in the given course of education (Chikiwa
& Schäfer, 2018). The proper answers to the research question stated would help in the
understanding the contribution of the educators in developing the skills for critical thinking as
have been developed by the students.
The research was steered with the help of a quasi-experimental design. The study
involved the participation of 147 students who had been enrolled at the universities in order to
attain majors in the subjects of geology, chemistry and physics (Tiruneh, De & Elen, 2018). The
research method involved the completion of the short course of Electricity and Magnetism that
the students were made to undertake at two different universities. They were asked to take the
necessary tests which were evaluated on the basis of the demonstration of the critical thinking
capabilities in solving the set questionnaires.
The major findings of the study stated that in case of the scores that were general to the
domain there were hardly any significant improvements that were observed in the pretest-posttest