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JOURNAL OF INTERDISCIPLINARY RESEARCH

Tab. 3 Comparison of group averages achieved in the evaluation
factor (concept – seminar)

Seminrr

(evaluation factor)

s.v.

control group

4,80

0,90

35,621

< 0,000

experimental group 1

6,29

0,35

experimental group 2

6,15

0,47

Based on the results, significant differences were demonstrated
between the individual groups (F = 35.621; p < 0.000) in the
evaluation factor. The post hoc test (Benferroni) showed the
existence of differences between the control and experimental
groups (p < 0.000). The experimental groups did not differ
significantly (p > 0.05). As shown in tab. 3, control group
achieved a lower average result (M = 4.80; SD = 0.90) than the
experimental group 1 (M = 6.29; SD = 0.35) and experimental
group 2 (M = 6.15; SD = 0, 47).

The comparison of averages in the energy factor to the term
"Seminar" is presented in tab. 4.

Tab. 4 Comparison of group averages achieved in the energy
factor (concept – seminar)

Seminar

(energy factor)

s.v.

control group

4,12

0,68

8,572

< 0,001

experimental group 1

4,79

0,43

experimental group 2

4,70

0,57

Based on the results, we state that there are significant
differences between the individual groups (F = 8.572; p < 0.001)
in the energy factor. The post hoc test (Benferroni) showed the
existence of differences between the control and experimental
groups (p < 0.001). The experimental groups did not differ
significantly (p > 0.05). As shown in tab. 4, the control group
achieved a lower average result (M = 4.12; SD = 0.68) than the
experimental group 1 (M = 4.79; SD = 0.43) and the
experimental group 2 (M = 4.70; SD = 0, 57).

Based on the test results we can state that the groups which
completed the programme of development of moral and critical
thinking achieved higher average score in evaluation of teaching
process than the control group, which completed traditional
teaching.

The students of experimental groups developed their:



basic research skills – information gathering, organization
and planning, critical thinking, moral dilemmas solving;



basic personal skills – dispositions of a critical thinker,
intellectual and moral virtues;



professional skills – career development, professional
supervision of argumentation and questioning, self-
regulation.

The observed energy factor (Table 2) proved that such teaching
is more demanding, stricter, heavier, a little louder, but much
more active and more valuable. We were inspired by research
from the Jubilee Center for Characteristics and Virtues (2020) at
the University of Birmingham. Critical thinking cannot be taught
without the values and virtues (intellectual and character) which

a critical thinker should have (Knapík, 2020a; Maturkanič, 2018,
2020, etc.). Several authors state that the educational process
should help learners to become moral individuals who have the
ability of critical thinking and moral judgment (Knapík, 2020b;

Kučerková, 2018; Pintes & Borisová, 2020).

5 Conlusion

The current priority of Slovak education is the development of a
morally responsible individual. More than ever, our company
realizes that we need graduates who have the ability to think
analytically, behave ethically, and make morally right
decisions. The State Educational Programme of the Slovak
Republic has created official space for the support of moral
and critical thinking in education. It is hardly reflected

in practice. In our programme, we have integrated critical
thinking skills into the process of moral reasoning. In
the semester experiment, it was shown that students of
experimental groups perceive this integrity in teaching much
more intensely than groups of students who have completed
classical teaching. Long-term interest in the issue leads us
to change the curriculum in the next accreditation process at
Slovak teaching faculties. We consider the support of moral
and critical thinking in future teachers to be a necessary
step nowadays.

Literature:

1.

Facione, P.A., 1990. Critical Thinking: A Statement of

Expert Consensus for Purposes of Educational Assessment and
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https://www.insightassessment.com/article/expert-consensus-on-
critical-thinking
2.

Chráska, M., 2007. Metódy pedagogického výskumu. Praha:

Grada. 265 s. ISBN 978-80-247-1369-4.
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Kaliský, J., Kaliská, L., &

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Knapík, J., 2020a. Hodnotová orientácia študentov

vysokých škôl. Verbum: Katolícka univerzita v Ružomberku.
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Knapík, J., 2020b. The moral value orientations of

university students. In: Ad Alta, vol. 10, no. 1, pp. 128–131.
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Kučerková, M., 2018. Interpretácia mystickej skúsenosti na

pozadí fenomenológie Jeana-Luca Mariona. In: World Literature
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Paul, R.W., 2020. Critical Thinking, Moral Integrity and

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Pintes, G., & S. Borisová, 2020. Alternatívy a otázniky pri

implementácii programu filozofia pre deti. In: J. Kaliský, (ed.).
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The Jubilee centre For Character & Virtues, 2020.

Schools

of Virtue

[online]. [cit. 2020-10-30]. Retrieved from:

https://www.jubileecentre.ac.uk/1589/projects/character-
education-research/schools-of-virtue

Primary Paper Section: A

Secondary Paper Section: AM, AN

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