@misc{10481/106788,
year = {2025},
month = {9},
url = {https://hdl.handle.net/10481/106788},
abstract = {In this study, we aim to assess the effect of debating via Zoom (DVZ) on secondary students’
critical thinking, argumentation writing, and social skills. This research was conducted
using a structured methodology, employing a quasi-experimental design with pre- and posttests to examine students’ critical thinking and argumentation writing skills. It provides
empirical evidence to support its claims. Also, a questionnaire was distributed among the
participants to collect students’ attitudes toward the study variables. The quantitative data
was analyzed using SPSS 17. The results showed that DVZ enhanced inference, assumption
recognition, interpretation, and argument evaluation. DVZ significantly improved the
students’ critical thinking and argumentation writing. Student attitudes on DVZ’s impact
on critical thinking, argumentation writing, and social skills varied substantially (α ≤ 0.05).
In total, 68% of the respondents supposed that DVZ allowed language to be practiced, and
74% said it promoted courageous questioning. This study demonstrates that most students
think DVZ aids in the development of argument introductions, conclusions, and evidence.
Zoom’s robust privacy measures and anti-cyberbullying policies ensure a safe and secure
digital learning environment. Based on the results, we suggest comparing the findings of
DVZ to in-person debates.},
publisher = {MDPI},
keywords = {Formal debate},
keywords = {Zoom platform},
keywords = {Critical thinking skills},
title = {Enhancing Evidence-Based Writing and Critical Thinking Skills of High School Students by Implementing a Debating-via-Zoom Approach},
doi = {10.3390/educsci15091204},
author = {Aarar, Manal Ameen Mosa and Pérez Valverde, María Cristina},
}