Higher education students' perceptions on their barriers to critical thinking

Abstract

This study aimed at identifying undergraduate students' barriers to critical thinking. This descriptive study adopted a cross‐sectional research method. Data were collected from 3rd and 4th grade students in a state university in the Black Sea Region of Turkey. Data were collected via the critical thinking barriers scale. The data obtained in the study were analyzed using SPSS 22. The mean scores, t‐test, and analysis of variance were employed in data analysis. The results of the study revealed that students slightly agree that they are unable to reason, are egocentric, overconfident, and rely on authority. Also, students slightly agree that they have some barriers to critical thinking. The study also demonstrated that grade slightly affects students' barriers to critical thinking, whereas gender and faculty have relatively deeper effects. This study concluded that students don't have significant barriers to critical thinking.