Abstract
ABSTRACTWell-established tests that measure reasoning abilities have long been found to be predictive of success in the STEM (science, technology, engineering, and mathematics) fields. Instructors can use these tests for predicting a student’s academic achievement and informing instruction. This study investigated the relationship of scores on the Test of Logical Thinking (TOLT) with multiple achievement measures in a junior level, collegiate construction surveying course. The TOLT was administered to 242 construction science students. The scores were found to be significantly correlated with the points earned on the exams and with the total points earned for the course. Based on these findings, instructors, administrators, and researchers would benefit by using the TOLT for assessing student reasoning abilities. This assessment tool could also assist them in understanding their students’ logical thinking skills, which would encourage the instructor to modify their instructional design strategies to match or enhance their students’ problem-solving ability.
Published Version
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