Investigation of the relationship between critical thinking levels and academic achievement levels of students in Faculty of Sports Science

Abstract

This study aims to investigate the relationship between critical thinking levels and academic achievement levels of the students in faculty of sports science. The research population consists of 1170 students studying at the Usak University, Faculty of Sport Sciences in the fall semester of 20192020. The sample group consisted of 334 students selected from the university by random sampling method through voluntary participation. In the research, California Critical Thinking Disposition Inventory (CCTDI-R) which was originally developed by Facione et al. and whose Turkish validityreliability study was conducted by Kokdemir was shortened. The Turkish version of it (CCTDI-R) was used. The academic achievement levels of the students were obtained through Usak University Student Information System (SIS). Frequency, percentage, and arithmetic average was used to evaluate academic grade point average and the data obtained with critical thinking tendency scale. Correlation analysis was used to determine the relationship between variables and regression analysis was used to determine the effect of independent variable on dependent variable. According to the results, it is revealed that there is a positive relationship between students' critical thinking levels and their academic achievement levels. it is observed that besides, a positive correlation was observed between students' academic achievements and their tendency to be careful about potentially problematic situations in their critical thinking skills sub-dimensions and to use objective evidence even in the face of difficult problems.

Ortaokul Öğrenci̇leri̇ni̇n Akademi̇k Başarilarinin Düşünme Ve Problem Çözme Beceri̇leri̇ İle Yordanmasi

“…Dördüncü hipotezde belirtilen "eleştirel düşünme becerisi akademik başarıyı yordamaktadır" ifadesinden yola çıkılarak yapılan çalışma sonunda eleştirel düşünme becerisinin akademik başarıyı %75 düzeyinde yordadığı görülmektedir. Alanyazında ulaşılan sonucu destekleyen pek çok çalışma mevcuttur (Mihriay, 2020;Diriöz, 2006;Güzel, 2005;Akbıyık, 2002) Beşinci hipotezde belirtilen "problem çözme becerisi akademik başarıyı yordamaktadır" ifadesinden yola çıkılarak yapılan çalışma sonunda problem çözme becerisi akademik başarıyı %49 oranında yordamaktadır. Alanyazındaki diğer dikkat çeken çalışmalar ise (Jala, 2020;Acar, Tertemiz ve Taşdemir, 2019;.…”