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The Analysis of English Language Instructors' Critical Thinking Dispositions.

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Title: The Analysis of English Language Instructors' Critical Thinking Dispositions.
Authors: Elgün, İmgehan Özkan1 imge81@hotmail.com, Altındağ, Ahmet2
Source: International Online Journal of Educational Sciences. Sep2016, Vol. 8 Issue 3, p63-70. 8p.
Subject Terms: *College teachers, *Critical thinking, *Educational attainment, *Preparatory schools, English language
Abstract: The aim of this study is to investigate whether English language instructors' critical thinking dispositions change according to their education level, gender, experience, the level they teach and the faculty they graduated from. The scope of this study is composed of 112 English language instructors working at the preparatory schools of Hacettepe University, Çankaya University, İzzet Baysal University and Gazi University. In this study the general scanning model is used within the scope of descriptive research. The data collection instrument used in this study is "California Critical Thinking Disposition Scale", which was translated into Turkish by Kökdemir in 2003. To answer questions 1, 2 and 5, one independent variable with 2 categories and one dependent variable T-test was done. Moreover, for both groups normality distributions were analyzed. Besides this, for the homogeneity of variance, the test of Levene was implemented. For questions 3 and 4, one independent variable with three categories and one dependent variable one-way ANOVA was implemented. Additionally, normality distribution was analyzed for each group's dependent variable. In order to analyze the differences between groups Post-hoc Bonferoni was conducted. According to the findings of the study, there is no significance between English language instructors' critical thinking dispositions and their education level or the years of experience they have. However, there is significance between their critical thinking skills and their gender, the level that they teach and faculties they graduated from. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:The aim of this study is to investigate whether English language instructors' critical thinking dispositions change according to their education level, gender, experience, the level they teach and the faculty they graduated from. The scope of this study is composed of 112 English language instructors working at the preparatory schools of Hacettepe University, Çankaya University, İzzet Baysal University and Gazi University. In this study the general scanning model is used within the scope of descriptive research. The data collection instrument used in this study is "California Critical Thinking Disposition Scale", which was translated into Turkish by Kökdemir in 2003. To answer questions 1, 2 and 5, one independent variable with 2 categories and one dependent variable T-test was done. Moreover, for both groups normality distributions were analyzed. Besides this, for the homogeneity of variance, the test of Levene was implemented. For questions 3 and 4, one independent variable with three categories and one dependent variable one-way ANOVA was implemented. Additionally, normality distribution was analyzed for each group's dependent variable. In order to analyze the differences between groups Post-hoc Bonferoni was conducted. According to the findings of the study, there is no significance between English language instructors' critical thinking dispositions and their education level or the years of experience they have. However, there is significance between their critical thinking skills and their gender, the level that they teach and faculties they graduated from. [ABSTRACT FROM AUTHOR]
ISSN:13092707
DOI:10.15345/iojes.2016.03.007