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The relationship between critical th...

Paul, Lauraine M.

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The relationship between critical thinking and academic preparedness among community college students: A descriptive study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship between critical thinking and academic preparedness among community college students: A descriptive study./
作者:	Paul, Lauraine M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2012,
面頁冊數:	134 p.
附註:	Source: Dissertations Abstracts International, Volume: 77-07, Section: A.
Contained By:	Dissertations Abstracts International77-07A.
標題:	Community college education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3742171
ISBN:	9781339346571

The relationship between critical thinking and academic preparedness among community college students: A descriptive study.
Paul, Lauraine M.

The relationship between critical thinking and academic preparedness among community college students: A descriptive study. - Ann Arbor : ProQuest Dissertations & Theses, 2012 - 134 p.

Source: Dissertations Abstracts International, Volume: 77-07, Section: A.

Thesis (Ed.D.)--University of Phoenix, 2012.

This item must not be added to any third party search indexes.

The purpose of this quantitative descriptive study is to explore the relationship between critical thinking and academic preparedness among community college students. Specifically, does critical thinking differ between prepared and underprepared students? Four hundred participants contributed to archived data used in this study. Participants were previously administered California Critical Thinking Skills Test (CCTST) and ACCUPLACER reading test. The major findings of this study were found at the 0.05 level of significance. Findings from the Pearson r correlation coefficient showed a moderately significant relationship between critical thinking skills and academic preparedness. Results of the independent t-test and ANOVA showed a significant difference in scores between placement level and critical thinking among underprepared, specific difference occurs between low placement and high placement. Results for the independent t-test and ANOVA also showed a significant difference in scores between academic prepared and underprepared students on the California Critical Thinking Skills Subtest. Findings by other researchers (Eisenberg, 2004; Miri, David, & Uri, 2007; Reed & Stavrea, 2006) and those of this study support the need to improve critical thinking skills within curricula as it supports information literacy. Implications for educational leaders include recognizing the importance of teaching critical thinking skills to take measures necessary to correct the inadequacy by incorporating critical thinking skills within curriculum design to produce information literate individuals.

ISBN: 9781339346571Subjects--Topical Terms:

2122836
Community college education.
Subjects--Index Terms:

21st century skills

The relationship between critical thinking and academic preparedness among community college students: A descriptive study.
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520 $a The purpose of this quantitative descriptive study is to explore the relationship between critical thinking and academic preparedness among community college students. Specifically, does critical thinking differ between prepared and underprepared students? Four hundred participants contributed to archived data used in this study. Participants were previously administered California Critical Thinking Skills Test (CCTST) and ACCUPLACER reading test. The major findings of this study were found at the 0.05 level of significance. Findings from the Pearson r correlation coefficient showed a moderately significant relationship between critical thinking skills and academic preparedness. Results of the independent t-test and ANOVA showed a significant difference in scores between placement level and critical thinking among underprepared, specific difference occurs between low placement and high placement. Results for the independent t-test and ANOVA also showed a significant difference in scores between academic prepared and underprepared students on the California Critical Thinking Skills Subtest. Findings by other researchers (Eisenberg, 2004; Miri, David, & Uri, 2007; Reed & Stavrea, 2006) and those of this study support the need to improve critical thinking skills within curricula as it supports information literacy. Implications for educational leaders include recognizing the importance of teaching critical thinking skills to take measures necessary to correct the inadequacy by incorporating critical thinking skills within curriculum design to produce information literate individuals.
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