Examination of the Factor Structure of Critical Thinking Disposition Scale According to Different Variables

Abstract

The information and technology age has brought rapid changes and transformations in the education system, and focused on raising qualified individuals who can choose, organize and use information; think on a critical and creative basis in the process; conduct research; solve problems; calculate possibilities and make deductions. Critical thinking, one of the most important characteristics one should possess, is a complicated and comprehensive process in which high-level skills are used. The development of critical thinking skills is a primary target of elementary curricula, which were reconstructed within the scope of the 2004 education reform. Such programs have introduced fundamental changes in educational activities upon the adoption of the constructivist education approach rather than the traditional approach. The present study aims to examine the factor structure of the Critical Thinking Disposition Scale (EMI) according to the genders and socio-economic statuses (SES) of different groups; and to determine whether the structure applies to different groups. A survey method is used in the research. The study population comprises a total of 39049 first-grade high school students from Ankara. The districts are categorized according to the low, medium and upper-SESs of the populations, and the research sample comprises 1264 first-grade high school students chosen via random and stratified sampling methods. Data was analyzed and reported in accordance with the quantitative analysis technique. In order to determine the three-factor structure of the scale according to the genders and socio-economic statuses of the groups, Multi Group Confirmatory Factor Analysis (MGCFA) was conducted. Model A was determined to be the basis, and three alternative models are constructed. Model D, in which error variances were released, was found to have better fit values. MGCFA was conducted in the groups categorized according to low, medium and upper SES. Model A, the basic model; as a result of the paired comparisons of the models, Model E-in which factor correlation and error variances were released-was determined to have better fit indices than the others. As a result of the research, the confirmatory model is determined not to be different in terms of the factor loads and inter-factors correlation in the groups categorized according to gender, but to differ in terms of error variances. In the groups categorized according to SES, the confirmatory model does not differ in terms of factor loads, but differs in terms of error variances and factor correlations.