A Study of critical thinking dispositions and instruction in post-secondary institutions

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dc.contributor.authorPeckover, Jennifer J.en_US
dc.date.accessioned2024-08-15T17:14:56Z
dc.date.available2024-08-15T17:14:56Z
dc.date.copyright1998en_US
dc.date.issued1998
dc.degree.departmentDepartment of Psychological Foundations in Education
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractObjectives of this study were: to evaluate individual differences in post-secondary students' critical thinking (CT) dispositions, to assess differences between college and university classroom environments, and to explore relationships between class size, instruction and critical thinking at both the college and university level. Subjects were 31 college students, 39 university students, 3 college instructors and 3 university instructors. Student participants completed the California Critical Thinking Disposition Inventory (CCTDI) and the Classroom Environment Questionnaire (CEQ). Instructors completed the Brief Questionnaire for Instructors. There were significant differences in CT dispositions of males and females (p < .02), older and younger students (p < .04), and students with college experience versus those with university experience only (p < .03). Students' perceptions of classroom instruction at the college versus the university were significantly different (p < .05). Results were supported by previous research. Findings have important pedagogical implications for post-secondary educators.
dc.format.extent64 pages
dc.identifier.urihttps://hdl.handle.net/1828/19258
dc.rightsAvailable to the World Wide Weben_US
dc.titleA Study of critical thinking dispositions and instruction in post-secondary institutionsen_US
dc.typeThesisen_US

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