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Critical thinking abilities of athle...

Stecyk, Shane D.

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Critical thinking abilities of athletic training students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Critical thinking abilities of athletic training students./
Author:	Stecyk, Shane D.
Description:	146 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-09, Section: B, page: 4492.
Contained By:	Dissertation Abstracts International65-09B.
Subject:	Health Sciences, Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3149024
ISBN:	0496084178

Critical thinking abilities of athletic training students.
Stecyk, Shane D.

Critical thinking abilities of athletic training students. - 146 p.

Source: Dissertation Abstracts International, Volume: 65-09, Section: B, page: 4492.

Thesis (Ph.D.)--Ohio University, 2004.

The purpose of this investigation is to determine if senior athletic training students demonstrate different levels of critical thinking based upon institutional control or athletic competition level. Thirty-one athletic training education programs provided 173 senior athletic training students for this study. Program directors who agreed to participate were provided with the appropriate number of the California Critical Thinking Skills Test-2000, a program survey and a student questionnaire. The program directors administered the examinations to senior athletic training students in their respective programs. The examination yielded total critical thinking scores and subscores for: analysis, evaluation, inference, induction and deduction. Program characteristics and student self-reported data were analyzed with Pearson Correlations. The results for program characteristics demonstrated significant (P < .05) positive correlations between the departmentally required critical thinking course and the analytical (r = 0.193) and induction subscores (r = 0.186). The program required critical thinking course demonstrated significant (p < .05) correlations with total critical thinking scores (0.209), evaluation subscores (0.219) and deduction subscores (0.160). Number of faculty member provided a significant (p < .05) positive correlation with total critical thinking scores (0.192) and induction subscores (0.199). Student self-reported data demonstrated significant correlations between student grade point averages and critical thinking total and subscores, and between ACT, SAT and GRE scores and critical thinking total scores and subscores. Six 2 x 3 ANOVAs were performed to determine if differences existed between institutional control and athletic division level as measured by the California Critical Thinking Skills Test-2000. A significant difference was demonstrated for analytical subscores and athletic division (p = 0.038, p < .05) level only. The Tukey Post Hoe analysis revealed a significant difference between Division II (4.235) and Division III (4.861) institutions. Conclusions. Critical thinking courses required from the various academic levels may not significantly affect critical thinking abilities of students. Although concerns exist with the use of standardized tests as admission requirements, significant relationships do exist between critical thinking abilities and ACT, SAT and GRE scores. This data provides reliable base-line data for the athletic training profession as demonstrated by: (1) homogeneous sample, (2) random selection of programs, (3) non-significance results validate the random sample, and (4) limited variance of the sample.

ISBN: 0496084178Subjects--Topical Terms:

1017921
Health Sciences, Education.

Critical thinking abilities of athletic training students.
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245 1 0 $a Critical thinking abilities of athletic training students.
300 $a 146 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-09, Section: B, page: 4492.
500 $a Director: Gary Moden.
502 $a Thesis (Ph.D.)--Ohio University, 2004.
520 $a The purpose of this investigation is to determine if senior athletic training students demonstrate different levels of critical thinking based upon institutional control or athletic competition level. Thirty-one athletic training education programs provided 173 senior athletic training students for this study. Program directors who agreed to participate were provided with the appropriate number of the California Critical Thinking Skills Test-2000, a program survey and a student questionnaire. The program directors administered the examinations to senior athletic training students in their respective programs. The examination yielded total critical thinking scores and subscores for: analysis, evaluation, inference, induction and deduction. Program characteristics and student self-reported data were analyzed with Pearson Correlations. The results for program characteristics demonstrated significant (P < .05) positive correlations between the departmentally required critical thinking course and the analytical (r = 0.193) and induction subscores (r = 0.186). The program required critical thinking course demonstrated significant (p < .05) correlations with total critical thinking scores (0.209), evaluation subscores (0.219) and deduction subscores (0.160). Number of faculty member provided a significant (p < .05) positive correlation with total critical thinking scores (0.192) and induction subscores (0.199). Student self-reported data demonstrated significant correlations between student grade point averages and critical thinking total and subscores, and between ACT, SAT and GRE scores and critical thinking total scores and subscores. Six 2 x 3 ANOVAs were performed to determine if differences existed between institutional control and athletic division level as measured by the California Critical Thinking Skills Test-2000. A significant difference was demonstrated for analytical subscores and athletic division (p = 0.038, p < .05) level only. The Tukey Post Hoe analysis revealed a significant difference between Division II (4.235) and Division III (4.861) institutions. Conclusions. Critical thinking courses required from the various academic levels may not significantly affect critical thinking abilities of students. Although concerns exist with the use of standardized tests as admission requirements, significant relationships do exist between critical thinking abilities and ACT, SAT and GRE scores. This data provides reliable base-line data for the athletic training profession as demonstrated by: (1) homogeneous sample, (2) random selection of programs, (3) non-significance results validate the random sample, and (4) limited variance of the sample.
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