Critical Thinking Skill and Academic Achievement Development in Nursing Students: Four-year Longitudinal Study

Kanbay, Yalçın; Işık, Elif; Aslan, Özgür; Tektaş, Pınar; Kılıç, Nurhayat

doi:10.28933/ajerr-2017-12-0501

Cited by 23 publications

(20 citation statements)

References 3 publications

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“…39 Türkiye'de son yıllarda yapılan çalışmalarda, hemşirelik öğrencilerinin eleştirel düşünme eğilim düzeylerinin orta ve çoğunlukla düşük olduğu görülmektedir. [40][41][42][43][44] Bu çalışmada da benzer şekilde, öğrencilerin eleştirel düşünme eğilim düzeylerinin düşük (213,94±17,29) olduğu saptanmıştır. İskandinavya ve Endonezya'daki hemşirelik öğrencilerini kapsayan bir çalışmada, İskandinav öğrencilerin eleştirel düşünmeye yönelik eğilimlerinin daha yüksek olduğu saptanmış ve hemşire eğitimcilerin öğrencilerde eleştirel düşünme becerisini geliştirmesinin desteklemesi belirtilmiştir.…”

Section: Discussionunclassified

Awareness Attitude Towards Research and Development and Critical Thinking Skills of Nursing Students

Özdil¹,

Özcan²,

Muz³

et al. 2019

Turkiye Klinikleri J Nurs Sci

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Section: Discussionunclassified

Awareness Attitude Towards Research and Development and Critical Thinking Skills of Nursing Students

Özdil¹,

Özcan²,

Muz³

et al. 2019

Turkiye Klinikleri J Nurs Sci

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“…The CT used is the CAIS model consisting of Clarification, Assessment, Inference, and Strategies. A similar study by Kanbay et al, (2017) examined critical thinking and learning outcomes in nursing students using the California Critical Thinking Disposition Inventory. The result is a positive relationship but at a low level the relationship between critical thinking and learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

The Correlation between Critical Thinking Skills and Cognitive Learning Outcomes

2021

ilkonline

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This correlational research aims to reveal the contribution of critical thinking skills (CTS) toward cognitive learning outcomes (CLO) on the learning using NHT and metacognitive strategies, and to reveal the differences in regression equations between the two learning models. The results revealed that there was a correlation between CTS and CLO in both the NHT and metacognitive strategies. The biggest contribution of CTS toward the students' CLO was found in the NHT + metacognitive strategy learning model, which was 71.4%, and the regression equation of the learning model was Y = 21.66 + 0.72 X. The results of Anova show the significance value of b1, b2 was 0.009 (p <0.05) and the significance value of b1, b2, b3 was 0,000 (p <0.05). Thus, the rate and magnitude of the student CLO as an effect of the CTS are different from each other. These results prove the NHT learning model and metacognitive strategy is more effective in empowering CTS and CLO.

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“…Karbalaei (2012) argues that a strong critical thinking pedagogy that encourages students' critical knowledge, skills, and dispositions may improve students' academic success. However, according to Kanbay (2017), there is no relationship between critical thinking skill with academic achievement. The improvement of academic achievement proceeded to the next grade.…”

Section: Introductionmentioning

confidence: 99%

Critical thinking skills: The academic ability, mastering concepts, and analytical skill of undergraduate students

Permana

Hindun

Rofi’ah

et al. 2019

JPBI

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Science and technology development in the 21 st -Century has been demanding educators to provide learning activities which stimulate students' critical thinking skills. This study aimed to find out the correlated factors of the students' critical thinking skills as well as of which was the strongest determinant in leveling the skills. The subject of this correlational research was 112 undergraduate students in the Department of Biology Education, Universitas Muhammadiyah Malang who took Botany course. There were four variables measured in this study, namely academic ability, mastering concepts, analytical skill, and critical thinking skills. The data of academic ability was obtained from students' cumulative index in the previous semester while the three other variables were measured using final exam test. All the variables then analyzed using multiple linear regression. The results showed that the three predictor variables (mastering concepts, academic ability, and analytical skill) gave effective contributions toward students' critical thinking skills, with the percentages of 3.84%, 32.25%, and 54.26% respectively. Therefore, the results of this study could be a basic reference in designing learning process which empower the students' critical thinking skills.

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Critical Thinking Skill and Academic Achievement Development in Nursing Students: Four-year Longitudinal Study

Cited by 23 publications

References 3 publications

Awareness Attitude Towards Research and Development and Critical Thinking Skills of Nursing Students

Awareness Attitude Towards Research and Development and Critical Thinking Skills of Nursing Students

The Correlation between Critical Thinking Skills and Cognitive Learning Outcomes

Critical thinking skills: The academic ability, mastering concepts, and analytical skill of undergraduate students

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