The Development of Democratic-Legal Critical Thinking Skills Test and the Study of the Related Factors

• Main Authors: Chien-chung Lin, 林建中
• Other Authors: Huan-wen Chen
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/61905224810080450498

碩士 === 國立臺南大學 === 測驗統計研究所 === 95 === The purpose of the study was to investigate the recent status of the 6th grade students’ democratic-legal critical thinking skills and critical thinking dispositions, the factors affecting students’ performance on Democratic –Legal Critical Thinking Skills Test (DLCTST) and Critical Thinking Dispositions Scale, and the relationships between DLCTST and Critical Thinking Dispositions Scale. To achieve the purpose of the study, DLCTST and Critical Thinking Dispositions Scale were used in this study. The sample of the study was composed of 1350 students of the 6th grade, which was analyzed through statistic methods, including CTT item analysis, IRT item analysis, ANOVA, regression analysis, Pearson Product-Moment Correlation, and Canonical Correlation. The main results of the study were as follows. 1. As far as the parameters of DLCTST were concerned, the mean p, D, and pb were .40, .40, and .41, respectively. The mean a, b, and c were .76, -.02, and .20, respectively. 2. Two difficulty levels of item paramaters were developed for DLCTST to describe students’ levels of performances, and 22.89%, 54.22%, and 22.89% students were categorized as level I, level II, and level III, respectively. 3. Students’ performance on DLCTST showed significant differences in different areas, school sizes, genders, ethic groups, SES, use of multimedia experiences, staff experiences, and classroom climate. In comparison with other variables, staff experiences, time of reading newspapers and watching news on TV every day, and ethic groups were more significantly important predictors of students’ performance on DLCTST. 4. Students’ performance on Critical Thinking Dispositions Scale showed significant differences in different areas, school sizes, genders, ethic groups, SES, use of multimedia experiences, staff experiences, and classroom climate. In comparison with other variables, classroom discussion, time of reading newspapers and watching news on TV every day, and the number of books were more significantly important predictors of students’ performance on Critical Thinking Dispositions Scale. 5. Generally, Students’ performance on DLCTST was correlated positively with that on Critical Thinking Dispositions Scale. For every subtest and subscale, students’ performance on every subtest of DLCTST was correlated positively with that on every subscale of Critical Thinking Dispositions Scale.