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Writing and Critical Thinking: A Cas...

Chen, Meghan Meichun.

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Writing and Critical Thinking: A Case Study of Community College Students in English Courses.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Writing and Critical Thinking: A Case Study of Community College Students in English Courses./
作者:	Chen, Meghan Meichun.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	145 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10269409
ISBN:	9781369781557

Writing and Critical Thinking: A Case Study of Community College Students in English Courses.
Chen, Meghan Meichun.

Writing and Critical Thinking: A Case Study of Community College Students in English Courses. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 145 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--The Claremont Graduate University, 2017.

The purpose of this study was to examine whether a relationship exists between critical thinking and English writing courses among community college students. This examination aimed to expand current understanding of the role of writing courses in increasing students' critical thinking skills. Further, demographic variables that may have a role in students' critical thinking skills were explored. The researcher hypothesized that writing promotes critical thinking and the Cognitive Process Theory of Writing helps explain this relationship.

ISBN: 9781369781557Subjects--Topical Terms:

517650
Educational psychology.

Writing and Critical Thinking: A Case Study of Community College Students in English Courses.
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245 1 0 $a Writing and Critical Thinking: A Case Study of Community College Students in English Courses.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 145 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Deborah F. Carter.
502 $a Thesis (Ph.D.)--The Claremont Graduate University, 2017.
520 $a The purpose of this study was to examine whether a relationship exists between critical thinking and English writing courses among community college students. This examination aimed to expand current understanding of the role of writing courses in increasing students' critical thinking skills. Further, demographic variables that may have a role in students' critical thinking skills were explored. The researcher hypothesized that writing promotes critical thinking and the Cognitive Process Theory of Writing helps explain this relationship.
520 $a This study used a case study quantitative research design involving 110 students at one large, urban California community college. Students in two sections of basic skills English and two sections of college-level English completed the California Critical Thinking Skills Test (CCTST). As two distinct groups of students, they were treated as Study 1 and Study 2. Critical thinking skills are operationally defined by the CCTST as one overall score and five scale scores: Analysis, Inference, Evaluation, Induction, and Deduction (these were the dependent variables). The independent variables included academic and demographic variables. The academic variables were the number of units earned, the number of English courses taken, cumulative grade point average, the number of drafts required, final grade in the most recent English course, and Writing Intensive General Education courses taken. The demographic variables were gender, ethnicity, age, and family income. Sources of data included the students' scores on the CCTST, academic transcripts, and the curriculum descriptions of the English writing courses.
520 $a Statistical analyses and content analyses yielded these results for Study 1 and Study 2: 1. There was a relationship between writing and critical thinking. Writing Intensive General Education courses were positively correlated with critical thinking, although English writing courses were found to have an inverse relationship with critical thinking. Completing English writing courses was a statistically significant predictor of critical thinking and remained so when socioeconomic status was controlled for. 2. Cumulative grade point average predicted Inference and Deduction scale scores for Study 1, whereas it predicted overall CCTST scores for Study 2. 3. Gender had an inverse relationship with critical thinking in Study 1, but no correlation with CT in Study 2. 4. Ethnicity was positively correlated with critical thinking in Study 1, but not correlated with overall CCTST in Study 2. When socioeconomic status was controlled for, ethnicity replaced writing courses as a predictor for overall CCTST scores in Study 2.
520 $a In summary, writing promotes critical thinking, as seen in Writing Intensive General Education courses, and college-level English writing courses predict critical thinking. That English writing courses were inversely related to critical thinking indicated a need to examine the curriculum and assessment for critical thinking separately from writing skills. Results suggested that basic skills writing courses may be limited in their influence on students' critical thinking. One indication was that courses other than college-level English promoted critical thinking; another was that basic skills writing courses should contain more overt instruction in critical thinking if students are to be prepared for college-level writing and critical thinking. Furthermore, gender and ethnicity were important demographic factors to consider in the teaching and assessment of critical thinking. (Abstract shortened by ProQuest.).
590 $a School code: 0047.
650 4 $a Educational psychology. $3 517650
650 4 $a Community college education. $3 2122836
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710 2 $a The Claremont Graduate University. $b Educational Studies. $3 3173120
773 0 $t Dissertation Abstracts International $g 78-10A(E).
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10269409