A DESCRIPTIVE STUDY OF CRITICAL THINKING ABILITIES OF ELEMENTARY SCHOOL STUDENTS

Abstract

Research that emphasizes its attention to critical thinking skills with the subject of elementary school students is still relatively few. The purpose of this descriptive study was to explore critical thinking abilities among elementary school students in fourth grade. Research questions identified the critical thinking abilities of boys and girls in fourth grade. The critical thinking theory provided the conceptual framework for this study. The Cornell Critical Thinking Test Level X was used. The sample consisted of 28 boys and 17 girls (N = 45). Data were analyzed using percentages, means, standard deviations, range, and t-tests. Finding reveals statistically significant differences in mean critical thinking scores between boys and girls. The results of the study have implications for elementary school teachers who facilitate the learning process to develop critical thinking skills by applying different learning experiences. Teachers can follow up by considering differences in learning experiences based on the scope of the subject matter, the sequence of skills that are trained to students, and various choices of learning activities that develop critical thinking skills