Relationship between critical thinking dispositions, perceptions towards teaching approaches and critical thinking skills among university students

Abstract

The ability to think critically is important among students in higher education as the content of education at this level requires higher order thinking such as the ability to apply critical evaluation, give evidence for their opinions, and argue the validity of facts they receive from teachers. A good thinker possesses certain abilities: cognitive abilities, as well as thinking strategies and skills. Yet what sets good thinkers apart is not simply superior cognitive ability or particular skills; rather it is their tendencies to think critically and imaginatively. This research aims at examining the relationship between students' critical thinking dispositions, perceptions towards teaching approaches and critical thinking skills. Three instruments were used in gathering data, namely the Critical Thinking Dispositions Inventory (CTDI), the Adapted Approach to Teaching Inventory (ATI) and the Malaysian Critical Thinking Test (MCTT). Participants comprised of university students from three public universities in Malaysia. The data were analysed using statistical method of Pearson correlation. Results showed significant relationships between critical thinking dispositions and skills. There was also a significant relationship between critical thinking dispositions and teaching approaches. However, results showed no significant relationship between teaching approaches and critical thinking skills.