Table 3 Frequency of use of higher-order cognitive processes in science and social science lessons.
From: CLIL teachers’ views on cognitive development in primary education
AV | SD | Mann– Whitney U | Z | p | Kruskal–Wallis H | df | p | |
|---|---|---|---|---|---|---|---|---|
Deconstructing | 3.93 | 1.05 | 1043 | −2.67 | <0.009* | 7.83 | 3 | >0.050 |
Differentiating | 3.61 | 1.01 | 1067 | −2.55 | <0.011* | 3.63 | 3 | >0.304 |
Checking | 4.06 | 1.08 | 1128 | −2.11 | <0.034* | 2.68 | 3 | >0.444 |
Critiquing | 3.75 | 1.03 | 918 | −3.60 | <0.000* | 14.03 | 3 | <0.006* |
Generating | 3.86 | 0.94 | 1220 | −1.58 | >0.113 | 3.50 | 3 | <0.320 |
Planning | 3.57 | 0.98 | 1102 | −2.22 | <0.026* | 3.87 | 3 | >0.276 |
Producing | 3.91 | 0.99 | 960 | −3.13 | <0.002* | 9.74 | 3 | <0.021* |
