Differences in Critical Thinking Ability According to College Entry Pathway

dc.contributor.author Perry, Dustin
dc.contributor.author Paulsen, Thomas
dc.contributor.author Retallick, Michael
dc.contributor.author Retallick, Michael
dc.contributor.department Agricultural Education and Studies
dc.date 2018-06-21T05:59:41.000
dc.date.accessioned 2020-06-29T22:51:29Z
dc.date.available 2020-06-29T22:51:29Z
dc.date.copyright Mon Jan 01 00:00:00 UTC 2018
dc.date.issued 2018-06-01
dc.description.abstract <p>The purpose of this study was to determine if entry pathway—direct from high school versus transfer from community college—influenced the critical thinking abilities of agricultural education students. Seventyfive senior-level agriculture undergraduate students completed a critical thinking assessment test. Although students entering the four-year university directly from high school had statistically significant higher ACT scores and semester GPA’s (which are known predictors of critical thinking ability), there were no statistically significant differences in critical thinking abilities between the two groups. When comparing students’ performance to national norms, regardless of entry pathway, students scored statistically lower than national norm data in the skill areas of identifying additional information needed to evaluate a hypothesis and providing relevant interpretations for a specific set of results. Further, agricultural education transfer students were shown to have a greater ability to think creatively than students who entered the four-year university directly from high school. Recognizing the importance of creative thinking to student success and overall critical thinking skill, curriculum and instructional development within agricultural education should focus on intentionally integrating creative and critical thinking.</p>
dc.description.comments <p>This article is published as Perry, Dustin K., Thomas H. Paulsen, and Michael S. Retallick. "Differences in Critical Thinking Ability According to College Entry Pathway." <em>NACTA Journal</em> 62, no. 2 (2018): 115-121. Posted with permission.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/ageds_pubs/42/
dc.identifier.articleid 1042
dc.identifier.contextkey 12347238
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath ageds_pubs/42
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/2820
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/ageds_pubs/42/0-2018_Retallick_PermGrant_NACTA_Journal.docx.pdf|||Sat Jan 15 00:12:45 UTC 2022
dc.source.bitstream archive/lib.dr.iastate.edu/ageds_pubs/42/2018_Retallick_DifferencesCritical.pdf|||Sat Jan 15 00:12:46 UTC 2022
dc.subject.disciplines Agricultural Education
dc.title Differences in Critical Thinking Ability According to College Entry Pathway
dc.type article
dc.type.genre article
dspace.entity.type Publication
relation.isAuthorOfPublication ef67b76d-60b4-41a2-882c-60f38bd8842c
relation.isOrgUnitOfPublication 63e3ba64-a7a5-422b-97a2-decb3486fb95
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