The Effects of CEDA and NDT Debate Training on Critical Thinking Ability

AbstractIn recent years many critics have argued that intercollegiate debating has lost touch with its educational goals. One of the most extensively documented benefits of the debate activity is the enhancement of critical thinking abilities. The purpose of this study was to determine if CEDA debaters, NDT debaters, and nondebaters differ significantly on the Watson-Glaser Critical Thinking Appraisal.Four hypotheses were tested: 1) There is no significant difference between the scores on the critical thinking appraisal between debaters and nondebaters; 2) There is no significant difference between the scores on the critical thinking appraisal between CEDA and NDT debaters; 3) There is no significant difference between the scores on the critical thinking appraisal between CEDA and nondebaters; and 4) There is no significant difference between NDT debaters and nondebaters. An analysis of covariance using the pretest as the covariate supported the rejection of all four null hypothesis.