The Performance on the Watson-Glaser Critical Thinking Appraisal of University Students Classified According to Sex, Type of Course Pursued, and Personality Score Category

Abstract

Seventy-nine third year British university students were randomly selected and tested on the Watson-Glaser Critical Thinking Appraisal and the Eysenck Personality Inventory.Men did perform at a significantly higher level than women did on the Watson-Glaser instrument, and this performance was associated with their significantly higher level of performance in the subtests of Inference and Evaluation of Arguments. There was no difference in performance which could be related to enrollment in an Arts or Science course, except for the test of Inference in which Science students did have a very significantly higher score than Arts students did. Performance on the Watson-Glaser instrument was not significantly associated with scores of extroversionintroversion on the Eysenck Personality Inventory.EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT 1974, 34, 957-960.

Influence of FFA Activities on Critical Thinking Skills in Texas Three-Star FFA Chapters

“…Additional research has provided evidence that, using the WGCTA to assess critical thinking, students score high on the Interpretation subtest (Simon & Ward, 1974;Gadzella, Ginther, & Bryant, 1996) and lowest on the Evaluation of Arguments subtest (Simon & Ward, 1974;Loo & Thorpe, 1999). However, this study's results align with the findings in Loo and Thorpe's (1999) study that suggested the Evaluation of Arguments subtest was the highest scoring subtests and Interpretation is the lowest.…”

Critical Thinking Among College and Graduate Students

“…For both the WGCTA and the CCTT, some researchers have found differences between students with and without natural science backgrounds (e.g., Burns 1974;Bennett 1975/76) while others (e.g., Bietter 1970/71;Simon and Ward 1974) found no such effect. For the RJI, liberal arts or humanities fields typically have been compared to engineering or agriculture (King and Parker 1978;Schmidt 1983;Welfel 1982;Welfel and Davison 1986).…”

“…The Effects of Gender and Academic Ability Investigations of gender differences on critical thinking measures have also yielded conflicting results, with most reporting no differences (e.g., Burns 1974; Cooney 1976; Skinner 1971), and some reporting gender differences favoring either women (Schafer 1972) or men (Simon and Ward 1974 The purpose of our study was to investigate differences in critical thinking between undergraduate and graduate students in social science and mathematics, using multiple measures of critical thinking that reflect different definitions of the construct . The research questions were:…”

Critical-Thinking Ability in Respiratory Care Students and Its Correlation With Age, Educational Background, and Performance on National Board Examinations

“…[26][27][28][29][30][31][32] While Tsui, 33 Brigham, 34 and McCleish 35 found a positive correlation between science courses and critical thinking, Brigham 34 and McCleish 35 essentially found that more college credits was associated with a higher critical-thinking score regardless of course work studied, thus including science courses. Tsui 33 found a significant positive association (P Ͻ .01) between science and critical thinking, but it was not as strong as that between humanities, honors, and interdisciplinary courses and critical thinking (P Ͻ .001).…”