Datumanong, Sophia L.

Enca, Almina D.
Orias, Janine Monique Kaye T.

FINAL ACTIVITY IN TECHNICAL WRITING

BSED 2

Topic: Writing Research Reports and Papers

Objective: Employ techniques in the initial writing of research paper by adapting existing study in English
and making revisions if necessary.

Team work

I. Title of adapted paper and authors

The Development of Critical Thinking as the Primary Goal of the Educational Process
Vaiva Rimiene
Suggested title for improvement (3 pts)
a. The Development of Critical Thinking in the 21th Century
b. Developing Students Critical Thinking
c. Assessing Students in Developing Critical Thinking
II. Adapted statement of the problems from your chosen selected title.
To explore the concept of critical thinking and to discuss the possibilities to develop
students critical thinking
Improvised statement of the problem (5pts)
a. Analyses student critical thinking skills and disposition
b. Evaluate the effectiveness of critical thinking development programme
III. Select one table from your chosen selected title.

Table 1.Title: Score from the first administration of CCTDI and CCTST for the experimental (E, N=77) and
control (C, N=150) groups. That t-values test differences between the two groups

Group Mean Std. t df p(2-tailed)

Deviation
Truth seeking E 31.42 6.53 1.63 226 .104
C 30.05 5.63
Open- E 37.25 5.94 1.45 226 .148
mindedness C 36.16 5.03
Analyticity E 42.18 5.52 -0.61 226 .546
CT disposition

C 42.65 5.51
Systematicity E 37.86 6.40 .050 226 .960
C 37.81 7.27
Self-confidence E 38.84 6.63 -1.74 226 .084
C 40.52 7.04
Inquisitivenesss E 44.88 7.37 -1.01 226 .314
C 45.86 6.68
Maturity E 41.74 7.22 1.07 119.42 .288
C 40.75 5.33
Overall CCTDI E 274.17 26.96 0.11 226 .914
C 273.80 22.98
Analysis E 4.31 1.54 1.59 139.99 .114
C 3.98 1.37
Evaluation E 4.79 1.98 0.63 221 .532
 C 4.64 1.64
Inference E 4.13 1.78 0.61 130.36 .544
C 3.99 1.45
CT skills

Deductive E 6.13 2.16 0.61 221 .543

C 5.96 1.90
Inductive E 4.73 1.85 0.39 135.60 .697
C 4.63 1.59
Overall CCTST E 13.23 3.68 1.33 121.16 .187
C 12.60 2.73

Presentation, analysis and interpretation of the table from previous researcher:

They used the California Critical Thinking Skills Test (CCTST) and California Critical Thinking Disposition
Inventory (CCTDI) to measure the cognitive and motivational components of critical thinking. The CCTST
yields on overall score (0.34) on Critical Thinking Skills and five sub-scales: Analysis (0-9) Evaluation (0-
14) Inference (0-11) Deductive (0-16) and Inductive (0-13). Scores on the seven CCTDI and Inductive
scales (Truth Seeking, Open-mindedness, Analyticity, Systematicity, Self-Confidence, Inquisitiveness,
Maturity) can range from 10 to 60; scores above 40 indicate a position inclination toward the scale’s
target disposition. The overall score can therefore range from 70 to 420, scores above 280 indicating a
positive inclination toward critical thinking.

Prior to the course, students in the both groups took the CCTST and CCTDI tests. Experimental group
subjects completed the Critical Thinking programme, at the end of which (three months later) we
repeated the investigation for both group attended only the common university courses during this
time (that is, the same courses as the experimental group except for the critical thinking course).

Your own presentation, analysis and interpretation follow 3-paragraphy format (5pts for each
paragraph)

Table 1.Title: Score from the first administration of CCTDI and CCTST for the experimental (E, N=77) and
control (C, N=150) groups. That t-values test differences between the two groups

Group Mean Std. t df p(2-tailed)

Deviation
Truth seeking E 31.42 6.53 1.63 226 .104
C 30.05 5.63
Open- E 37.25 5.94 1.45 226 .148
mindedness C 36.16 5.03
Analyticity E 42.18 5.52 -0.61 226 .546
CT disposition

C 42.65 5.51
Systematicity E 37.86 6.40 .050 226 .960
C 37.81 7.27
Self-confidence E 38.84 6.63 -1.74 226 .084
C 40.52 7.04
Inquisitivenesss E 44.88 7.37 -1.01 226 .314
C 45.86 6.68
Maturity E 41.74 7.22 1.07 119.42 .288
C 40.75 5.33
Overall CCTDI E 274.17 26.96 0.11 226 .914
C 273.80 22.98
Analysis E 4.31 1.54 1.59 139.99 .114
C 3.98 1.37
Evaluation E 4.79 1.98 0.63 221 .532
 C 4.64 1.64
Inference E 4.13 1.78 0.61 130.36 .544
C 3.99 1.45
CT skills

Deductive E 6.13 2.16 0.61 221 .543

C 5.96 1.90
Inductive E 4.73 1.85 0.39 135.60 .697
C 4.63 1.59
Overall CCTST E 13.23 3.68 1.33 121.16 .187
C 12.60 2.73

The table shows the reliable differences between the two groups of the students which is the
process of evaluating the critical thinking. We can see that the aim of the experiment is to locate or
evaluate the ability to think critical way and to figure out the weaknesses of every student.

The aim of this article is to elucidate the concept of critical thinking and to discuss the
possibilities of developing student critical thinking .The results from the pre-course administration of
CCTDI and CCTST for both groups are shown in Table 1. Wherein we can see that there are no reliable
differences between the groups (p>.05 in all cases.) the only subscale reaching a marginal level of
significance was self-confidence, with a slightly higher scores in the control group.

The development of critical thinking in the individuals as you can see on the table, it shows the
overall of CCTDI as a higher score from the experiment in the given, and the overall scores of CCTST To
developed critical thinking skills and to strengthen motivation for critical thinking in the way of
evaluating the student The table show the important and the scores from the first administration we can
see the overall total of the CCTDI and the overall of CCTST that conclude differences scores in the group,
mean and the std. deviation and the t, df and p(2-tailes).