Üniversite yabancı dil hazırlık okullarının, öğrencilerin yabancı dilde kritik düşünme becerilerine etkisinin çeşitli değişkenlere göre incelenmesi
The analysis of the influence of university preparatory schools on students' critical thinking skills according to various factors
- Tez No: 162642
- Danışmanlar: Y.DOÇ.DR. İRFAN YURDABAKAN
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2005
- Dil: Türkçe
- Üniversite: Dokuz Eylül Üniversitesi
- Enstitü: Eğitim Bilimleri Enstitüsü
- Ana Bilim Dalı: Eğitim Bilimleri Ana Bilim Dalı
- Bilim Dalı: Eğitim Programları ve Öğretim Bilim Dalı
- Sayfa Sayısı: Belirtilmemiş.
Özet
Özet yok.
Özet (Çeviri)
IX ABSTRACT THE ANALYSIS OF THE INFLUENCE OF UNIVERSITY PREPARATORY SCHOOLS ON STUDENTS' CRITICAL THINKING SKILLS ACCORDING TO VARIOUS FACTORS Gülnur SARIGÜL Dokuz Eylül University Graduate School of Educational Sciences Department of Educational Sciences Curriculum and Instruction Program July, 2005 Supervisor: Yard. Doç. Dr. İrfan YURDABAKAN In today's information society how and where knowledge can be acquired and how it can be constructed have become more and more important. In such a society, it has become a requirement to be able to think critically while using resources not only in Turkish, but also in English. Moreover, it is essential not to ignore the personal backgrounds of students which influence their critical thinking disposition. The aim of this study is to identify the factors determining critical thinking dispositions of students who passed the Proficiency exam given in either at the beginning or at the end of Preparatory School of Izmir University of Economics. This descriptive study was conducted with 414 students who passed the Proficiency exam given in either at the beginning or at the end of Preparatory School University of Economics of İzmir. These students were 1st year students in the 2004- 2005 academic year. Data was gathered by means of a personal questionnaire and“Critical Thinking Disposition Test”which was adapted from“Watson-Glaser Critical Reasoning Ability Questionnaire”. Personal questionnaire is made up of 13 questions and it aims to determine the personal characteristics of the participants.“Critical Thinking Disposition Test”(including Inference, Recognition of Assumptions, Deduction, Interpretation, Evaluation of Arguments) consists of 42questions and it aims to determine the critical thinking dispositions of students. The SPSS (Statistical Package for the Social Sciences) for Windows 11.5 was used to analyze the data. The data were analyzed by means of three statistical analysis methods. The first one was Independent Groups t-test which is for comparing two groups. The second one was one-way ANOVA which is for comparing more than two groups. The last one was LSD multiple comparison test which is used to compare the group causing the significant difference when“F”test statistics is found to be significant. i The question that needed to be answered in the study was whether the critical thinking dispositions of students differ significantly according to sex, faculty, scholarship status, educational background and employment status of their parents, social status, the location and types of their highschools, the programs and languages studied in highschools, the level they started in the Preparatory School of İzmir University of Economics, their employment status, the activities they have participated. The results of the study revealed that the faculties, the scholarship status, the types of highschools, the level studied in the Preparatory School of İzmir University of Economics are the factors, which affect the critical thinking dispositions of students.
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