Literaturnachweis - Detailanzeige
| Autor/in | Facione, Peter A. |
|---|---|
| Titel | The California Critical Thinking Skills Test--College Level. Technical Report No. 3. Gender, Ethnicity, Major, CT Self-Esteem, and the CCTST. |
| Quelle | (1990), (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Analysis of Covariance; Cognitive Tests; College Students; Critical Thinking; Ethnicity; Higher Education; Majors (Students); Pretests Posttests; Racial Differences; Self Esteem; Sex Differences; Skill Development; Thinking Skills; California Critical Thinking Skills Test (College) |
| Abstract | The California Critical Thinking Skills Test--College Level (CCTST) was examined in terms of the possible impact on critical thinking (CT) skill performance of: (1) student gender; (2) ethnicity; (3) academic major; and (4) CT self-esteem. The CCTST was administered to 1,196 students at California State University (Fullerton) in the 1989-90 school year, with pretest data from the February administration, and posttest data from administrations at the ends of semesters in November 1989 and May 1990. Data were gathered from four courses satisfying a college requirement in critical thinking and a control group course. The analysis of pretest and control data indicated that the CCTST was not gender biased. The analysis of covariance indicated that the CCTST does not favor or place at a disadvantage any particular ethnic or racial group. Student CT self-confidence did correlate to relative success on the CCTST. Posttest data did indicate significant differences by gender, ethnicity, and academic major, indicating a need for additional research on the differential impact of college CT courses on skill acquisition. (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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