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This is a Quasi-Experiment study (also classified as: Mixed-Methods).

Improving The Methodology For Developing Logical Thinking In Future Primary School Teachers

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A statistically significant increase in logical thinking scores was observed post-intervention, enhancing teacher preparation.
Qualitative data showed that student-teachers using the new methodology exhibited richer argumentation and deductive reasoning.
A quasi-experimental design combined quantitative and qualitative methods to evaluate a new integrative approach effectively.
Iterative reflection sessions and micro-teaching are vital in developing logical habits in future educators, highlighting curriculum needs.

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Mixed-methods analysis improved logical thinking in teacher education, indicating need for better curriculum integration.

Kalekeeva Sarbinaz Turkmenbaevna (2025) studied this question.

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