The validity of critical thinking tests for predicting degree performance: A longitudinal study

O’Hare, Liam; McGuinness, Carol

doi:10.1016/j.ijer.2015.06.004

Cited by 22 publications

(10 citation statements)

References 33 publications

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“…The California Critical Thinking Skills Test (CCTST) has been preferred compared to the other tests for the quality of its questions (Ingle, 2007). A number of studies reported validity of the CCTST for samples of students from United States (Facione, 1990), Iran (Khalili & Zadeh, 2003), and United Kindom (O'Hare & McGuinness, 2015). Instruction, April 2019 • Vol.12, No.2 The current study accepted that critical thinking is a conventional quantitative measure that can be calculated through the use of The California Critical Thinking Skills Test (CCTST).…”

Section: Introductionmentioning

confidence: 72%

Predicting Critical Thinking Ability of Sultan Qaboos University Students

Alkharusi¹,

Sulaimani

Neisler

2019

INT J INSTRUCTION

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Critical thinking is necessary for academic success in higher education. Hence, universities seek various ways to integrate it in the programs to enhance the productivity of their graduates. This study presents the development of a predictive model for critical thinking ability using a combination of background, demographic, and psycho-educational variables. Data were collected from 9809 students entering Sultan Qaboos University between 2010 and 2013. The instruments included the Demographic Questionnaire, the Motivated Strategies for Learning Questionnaire, the College Readiness Survey Questionnaire, and the California Critical Thinking Skills Test. Results of the stepwise multiple linear regression analysis revealed that the final full model included gender, type of general diploma education, type of general diploma math subject, number of general diploma science subjects taken, overall general diploma GPA, general diploma math subject score, general diploma English language subject score, college readiness, self-efficacy for learning and performance, peer learning, rehearsal, and metacognitive self-regulation as collectively statistically significant predictors of the critical thinking ability. These variables collectively accounted for 8.7% of the variance in the critical thinking ability. A number of recommendations for teaching and researching critical thinking skill attainment evolve from this model.

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Section: Introductionmentioning

confidence: 72%

Predicting Critical Thinking Ability of Sultan Qaboos University Students

Alkharusi¹,

Sulaimani

Neisler

2019

INT J INSTRUCTION

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“…Notably, many sources report on the robust validity of the CCTST (Williams et al , 2003; Sorensen and Yankech, 2008; O’Hare and McGuinness, 2015). Reliability tests for the eight subscales resulted in Cronbach’s alpha values ranging from 0.71 to 0.80 and a Cronbach’s alpha of >0.9 for the overall instrument (Facione and Facione, 1997), scores that indicate a strong instrument (Miller and Salkind, 2002).…”

Section: Methodsmentioning

confidence: 99%

Life Science Undergraduate Mentors in NE STEM 4U Significantly Outperform Their Peers in Critical Thinking Skills

Nelson

Rauter

Cutucache

2018

LSE

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The development of critical thinking skills in recent college graduates is keenly requested by employers year after year. Moreover, improving these skills can help students to better question and analyze data. Consequently, we aimed to implement a training program that would add to the critical thinking skills of undergraduate students: Nebraska Science, Technology, Engineering, and Math 4U (NE STEM 4U). In this program, undergraduates provide outreach, mentoring, and science, technology, engineering, and mathematics (STEM) education to K–8 students. To determine the impacts of serving as an undergraduate mentor in this program on critical thinking, we compared undergraduate mentors (intervention group) with nonmentor STEM majors (nonintervention, matched group) using the valid and reliable California Critical Thinking Skills Test (CCTST) as a pre/post measurement. Importantly, before the intervention, both NE STEM 4U mentors and nonmentor undergraduates scored similarly overall on the CCTST. However, the posttest, carried out one academic year later, indicated significant gains in critical thinking by the NE STEM 4U mentors compared with the nonmentors. Specifically, the math-related skills of analysis, inference, and numeracy improved significantly in mentors compared with nonmentors.

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“…First year studies require quite different skills from the later years at university [21] and different phases may have different predictors [15]. Some findings show that while secondary school performance predicts later academic achievement at university, the predictive power decreases as studies advance [22]. In the present study, we address this issue by including study records from the first three years of university study and including variables for both study progress and study success.…”

Section: Prior Grades As a Predictor Of Later Academic Achievement Atmentioning

confidence: 97%

Exploring the Relationship between Law Students’ Prior Performance and Academic Achievement at University

Kleemola

Hyytinen

2019

Education Sciences

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As Finnish university admissions are reformed, more information is needed on the relationship between performance in prior education and later academic achievement. Transition to university is a critical period, and low performance in prior education is associated with challenges in later study. In the present study, law students’ (n = 426) performance in the National Matriculation Examination was investigated in relation to later academic achievement at university. Quantitative methods were used. Findings showed that prior performance was not only associated with study success but also with study progress. The results also showed that law students who had grades in the advanced mathematics course were faster and more successful at university. This work contributes to the existing knowledge of university admissions ahead of the Finnish reform by providing new insights into prior performance and how it is related to academic achievement at university.

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The validity of critical thinking tests for predicting degree performance: A longitudinal study

Cited by 22 publications

References 33 publications

Predicting Critical Thinking Ability of Sultan Qaboos University Students

Predicting Critical Thinking Ability of Sultan Qaboos University Students

Life Science Undergraduate Mentors in NE STEM 4U Significantly Outperform Their Peers in Critical Thinking Skills

Exploring the Relationship between Law Students’ Prior Performance and Academic Achievement at University

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