Didactic strategies, development of critical thinking and its impact on meaningful learning

Abstract

In the research "Didactic strategies, the development
of critical thinking and its impact on meaningful

learning" was used the quantitative approach and non-
experimental design of descriptive explanatory level,

basic type, the information was collected through three
questionnaires referring to the three variables,
composed by 24 questions each on the Likert-type
scale. The total population of 99 students was
considered. The results obtained were the test of the
likelihood ratio of the final model; with a significance of
the coefficients of the parameters less than 0.05,
likewise according to the Nagelkerke adjustment
model it was 55% significant, concluding with a
significance value of 0.000 which means that if p
<0.05 The null hypothesis is rejected and the research
hypothesis is accepted, therefore, didactic strategies,
development of critical thinking have a significant
impact on meaningful learning.