Enhancing Evidence-Based Writing and Critical Thinking Skills of High School Students by Implementing a Debating-via-Zoom Approach

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.