Cenk AKBIYIK, 
September 2002

Özet -- Abstract 

SUMMARY

The aim of this research is to study on the difference between academic achievements of students who have high critical thinking dispositions and  of students who have low critical thinking dispositions.

This research examined (1) the difference between general academic achievements of students who have high critical thinking dispositions and  of students who have low critical thinking dispositions, (2) the difference between Mathematics lesson academic achievements of students who have high critical thinking dispositions and  of students who have low critical thinking dispositions (3) the difference between science group (Physics, Chemistry, and Biology) lessons academic achievements of students who have high critical thinking dispositions and  of students who have low critical thinking dispositions, (4) the difference between language group (Turkish Literature and English) lessons academic achievements of students who have high critical thinking dispositions and  of students who have low critical thinking dispositions, and (5) the difference between social group (History and Geography) lessons academic achievements of students who have high critical thinking dispositions and  of students who have low critical thinking dispositions.

Research was conducted with 71 9th grade students who were selected randomly. Data was collected through “Critical Thinking Dispositions Inventory” which was prepared by the researcher. 2001 – 2002 Education Year Fall Semester GPAs of the students were used to determine academic achievement. Students were grouped by their Critical Thinking Dispositions Inventory scores. Students who have high critical thinking dispositions were included in first group and students who have low critical thinking dispositions were included in second group. t-Tests were used to assess differences of academic achievements between two groups.

Validity of the Critical Thinking Dispositions Inventory was obtained by expert opinions. Items which were accepted by 70% of the experts were included. Evaluation form of the scale was applied on 229 students from various high schools. After analyzing data, final form of the inventory which consists of 30 items was prepared. Reliability of the inventory was obtained by Cronbach Alfa coefficient as 0.87.  

Findings of this study could be summarized as below:

1. A significant difference was found between two groups’ general academic achievements.
2. A significant difference was found between two groups’ Mathematics lesson academic achievements.
3. A significant difference was found between two groups’ science group (Physics, Chemistry, and Biology) lessons academic achievements.
4. A significant difference was found between two groups’ Turkish Literature lesson academic achievements but no significant difference was found between two groups’ English lesson academic achievements.
5. A significant difference was found between two groups’ social group (History and Geography) lessons academic achievements.