Date of Award

1-1-1987

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

Abstract

The intention of the researcher was to discover the level of critical thinking skills of undergraduate teacher education students attending the University of North Dakota (UND) during the spring semester of 1987. The Watson-Glaser Critical Thinking Appraisal (CTA) was used to identify the level of critical thinking of the participants. A demographic data sheet was prepared by the researcher from which general data were gathered for the study.Data were analyzed by analyses of variance, multiple comparisons of means, and a simple t-test. No significant results were found among the different majors (elementary, secondary, elementary/early childhood, elementary/special education) and their scores on the CTA. There were no significant differences between subtest scores on the CTA of each group. The small variation among groups could be attributed to the sample size. The gender of the respondents was not found to be significant in terms of their CTA scores. The scores of secondary education majors were analyzed. There were no statistically significant differences found between their scores on the CTA and their declared emphasis of study (mathematics, social sciences, English, sciences, and undecided/unreported). Significant results were found (p $<$.0001) between mean scores of UND prospective teachers and upper division students attending four-year colleges reported in the Watson-Glaser Critical Thinking Appraisal (Form A) test manual.Further studies were recommended before curricular changes should be implemented to enhance the critical thinking levels of UND undergraduate teacher education students. Comparisons among all undergraduate students were suggested. Examination of the critical thinking abilities of graduate and undergraduate majors was also suggested as a possible research endeavor.

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