Assessment of Critical Thinking Skills Among the Ublc College Students and Teachers (original) (raw)
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Developing Critical Thinking Skills among Freshmen Students in a State University
International journal of science and management studies, 2024
This study aimed to determine the development of critical thinking skills in teaching general education courses among freshmen students. Specifically, it sought answers on how the teachers and students themselves assess their critical thinking skills about analyzing information, drawing conclusions, and making wise decisions, and how the respondents assess the evaluation tools utilized by teachers. Responses were compared to see how they differed from each other. From the results, the researcher prepared activities to develop critical thinking skills among freshmen. The descriptive research design was used by the researchers, using a questionnaire as the main data-gathering tool. Respondents were 181 students and 13 teachers from selected GE courses in the First Year level of Quirino State University. G-Power was used to distribute the respondents in each course accordingly. To interpret the data, the researcher used a Paired-sample correlation and a weighted mean. The study found that teachers and students may be looking at different criteria for measuring skills. Another reason was that perhaps the students rated themselves higher than their teachers' assessments of this skill. It is also evident that the students were aware of the evaluation tools used by their teachers; hence, their assessments had more similarities than differences. Based on the findings and conclusion, the researcher recommends that the proposed classroom activities to enhance the development of critical thinking skills in freshmen students be implemented for the benefit of both teachers and students. More relevant evaluation tools should be used by teachers to obtain more reliable measures of the student's critical thinking skills. Similar studies should be undertaken to verify the findings of the study.
A study of critical thinking in higher education students
2020
The study shows a proposal on specific diagnosis of critical thinking skills in higher education students according to literal, inferential and critical reading levels. A literature review on Critical thinking was done to support concepts. This proposal is adapted from the variables of the information obtained. One of the conclusions shows that the career profile is a determining factor in the result and that motivation and interest are outstanding in the reading and writing processes. Teaching students to evaluate their own processes and helping teachers to include critical readings in their curricula will help to develop effective skills associated with critical thinking. The general objective of the research project is to strengthen Critical Thinking and the argumentative capacity of the students of the schools of Administration, Health Sciences, Engineering and Architecture, Social Sciences, Humanities and Theology through strategies of reading and writing. A mixed methodology was used; the researches designed and administered 2 critical reading texts, each with 10 questions and organized in 3 reading levels (literal,inferential and critical), to 158 students; then, a data analysis on how students infer, interpret and analyze text content before they start a communicative course was done. The results show that
Multidisciplinary Journal of Educational Research, 2021
In our globalised, pluralistic, and often information-swamped society, critical thinking is recognised as an important competence to be developed in university education. In order to investigate this, 142 Latin American and Spanish teachers were asked about the importance of and potential for developing critical thinking in university education. Their responses were subjected to an inductive analysis, which lead to 13 categories about the reasons why it is important, and 11 categories about the potential and limitations for developing it in university education. These categories were found to remain statistically unchanged regardless of age, years of teaching experience, area of knowledge, gender and geographical area. Results show that teachers consider important to teach critical thinking at university and mainly for students to become good professionals in a complex world. Teachers believe it is possible to teach it, as long as active methodologies are used, in addition to other ...
DEVELOPMENT OF CRITICAL THINKING IN THE UNIVERSITY CURRICULUM (Atena Editora)
DEVELOPMENT OF CRITICAL THINKING IN THE UNIVERSITY CURRICULUM (Atena Editora), 2023
The third constitutional article in Mexico establishes the need to develop critical thinking in students; on the other hand, the new basic education curricular policy includes a training field on critical thinking. For this reason, the theoretical discussion on higher education postulates that university students must be critical, and to do so, from the formal curriculum and its development, critical thinking must be encouraged not only to fulfill the purposes of education at the level, but for the influence of its graduates in social transformation. Based on the review of the literature and a previous exploratory study in which teachers and students participated in the reflection on teaching in the Bachelor's Degree in Educational Intervention (LIE) of the National Pedagogical University of the State of Chihuahua (UPNECH) and the difficulties of the students in the process of implementation, development and evaluation of the intervention project, this research was carried out with a quantitative approach under a descriptive transectional design with the purpose of evaluating the critical thinking of the students and with it, making changes in teaching. A mixed questionnaire was designed with a reliability index of 80 and was applied to 55 fifth semester students. The skills that still need to be developed to intervene are inductive reasoning and argumentation, important for developing diagnoses and identifying areas of opportunity to transform them, so teachers must take them into account during their teaching.
Teaching Critical Thinking Skills in Higher Education: Some Reflections
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Critical thinking skills are seen as a required quality that students should acquire in order to excel on their education journey. Critical thinking skills enable students to critically analyze materials and improve their analytical, argumentative and communication skills. Using critical thinking skills students are able to evaluate different arguments and based on that knowledge resolve different conflicts and come up with solutions to problems they experience in their lives. The main aim of this paper is to analyze some conceptions of critical thinking skills, to investigate the importance of critical thinking skills for students, and to examine the need for teaching strategies to develop students’ critical thinking. If we are to revive critical thinking in our education system, especially in English language teaching, then we must give opportunity to train, learn, adapt, and of course teach how to evaluate such assessment. This sums up the purpose of this paper, which beside disc...
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The article attaches importance to the establishment and development of critical thinking in educational courses in the current age. It is mentioned that the traditional educational tactics which are based on the passive learner, the theory and the transfer of information, are no longer efficient. It is necessary to develop the critical attitude of the learner towards various issues placing an emphasis on realistic, multi-sided and comprehensive thinking and analysis.
Education is the process by which a student learns how to progress in all aspects of his life. Critical thinking is one of the essential skills in education to enhance students learning process and improve their thinking abilities. The primary goal of this research is to identify the relevance of critical thinking skills in education, particularly at the higher education level, and to comprehend how critical thinking skills help students learn more successfully. The objectives of this study were to explain the importance of critical thinking skills for students at the Higher Education level and secondly to know the development of critical thinking skills in students to improve their learning at the Higher Education level. For this purpose, a review of related literature was searched using the Research Gate (Social Networking site). In the present paper, 12 publications were select after an independent evaluation by the researcher that explicitly addressed the stated purpose. After the content analysis, this study demonstrated that researchers believe that diverse teaching and instructional strategies can assist instructors and educators build critical thinking abilities in their students. It is suggested that students may also try out different reading and writing strategies to increase their critical thinking abilities and learning.
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This article aims to present the interaction between understanding of critical thinking and teaching and learning of critical thinking skills in higher education in Lithuania. Representative quantitative research was implemented, and 152 teachers and 1512 students took part in the survey. Exploratory factor analysis revealed two factors – the rigidity and elasticity of the conception of critical thinking – that have an impact on teaching and learning of critical thinking skills.
Critical Thinking in the Classroom
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Critical thinking in the classroom is a common term used by educators. Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing and evaluating information gathered from or generated by observation, experience, reflection, reasoning or communication as a guide to belief and action (``Scriven, 1996”). The challenge, of course is to create learning environments that promote critical thinking both in the classroom and beyond. Teaching practicing critical thinking provides adults with the opportunity to embrace and take charge of their learning. Typically, students who implement critical thinking skills approach the courseware in a more thoughtful and effective manner, ask more challenging questions and participate in the learning process more intensely. To promote the critical thinking among the students various types of teaching strategies can be used by the teacher in the classroom.
The ability to think critically is an essential life skill which needs to be developed in order to compete in a global environment. Current literature reveals that explicit critical instruction, and practice of critical thinking (CT) strategies helps to improve learner’s performances. Hence, it is vital for instructors to have strong beliefs in critical thinking as it influences their classroom practice. The present study seeks to fill the gap between instructors’ beliefs as well as practices which serves to be important in improving the educational process. The aim o f this study was to investigate how instructors perceived CT as well as their classroom instruction in teaching the skills among tertiary level learners. Further, it also investigates whether the constructs (beliefs and practices) of the instructors matched with one another. The participants of this study involved instructors from Universiti Teknologi MARA (UiTM) located in Sri Iskandar Perak. Data were collected using...