mohammad askari; sasan maleki
Volume 1, Issue 1 , October 2010, , Pages 1-23
Abstract
To test the reliability, validity and normalization of CTST in Malayer University, a sample size of 340 male and female students was randomly selected. The subjects answered the above-mentioned test under the same condition. The items of the test were translated and adapted to the Iranian culture. The ...
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To test the reliability, validity and normalization of CTST in Malayer University, a sample size of 340 male and female students was randomly selected. The subjects answered the above-mentioned test under the same condition. The items of the test were translated and adapted to the Iranian culture. The reliability of the test was calculated as 0.689 through the use of Kuder-Richardson, 0.558 through test split half, and 0.652 through test-retest methods. The validity of the test was determined through construct validity (convergent and divergent validities). Correlation of the test score was calculated as 0.64 through the application of Watson-Glaser Critical Thinking Test. Additionally, the correlation of the test with regard to the students' achievement and Cattle anxiety test was calculated as 0.31 and -0.25, respectively, which showed that critical thinking, academic achievement and anxiety are different constructs. Factor analysis of the answered questions revealed that the test includes 15 factors with the Eigen value greater than 1 which justifies 61.42% of the variance in the whole test. It is, however, worth mentioning that within the first three factors that included more than three questions had a factor loud greater than 0.3. No significant difference was observed in the test score mean among the various educational and sex groups.
