مقايسه ارتباط بين تفكر انتقادي و پيشرفت تحصيلي در دانشجويان كارشناسي تربيت بدني و غير تربيت بدني دانشگاه بوعلي سينا همدان

Comparison of the relationship between critical thinking and academic achievement among physical education students and students in other fields of study in Bu Ali Sina University, Hamedan

هدف از مطالعه حاضر، تعيين ارتباط بين تفكر انتقادي و پيشرفت تحصيلي در دانشجويان كارشناسي تربيت بدني و مقايسه اين ارتباط در دانشجويان غير تربيت بدني دانشگاه بوعلي سينا بود. پژوهش حاضر از نوع همبستگي و مقايسه‌اي بود. جامعه آماري شامل كليه دانشجويان كارشناسي دانشگاه بوعلي سينا بوده كه حجم نمونه آن بر اساس جدول مورگان، 293 نفر (78 نفر تربيت بدني، 215 غير تربيت بدني) تعيين شد. پرسشنامه استاندارد تفكر انتقادي كاليفرنيا با پايايي (85%) و نمرات كارنامه دانشجويان به عنوان پيشرفت تحصيلي براي جمع آوري داد ه ها مورد استفاده قرار گرفت. نتايج پژوهش نشان داد كه ميزان مهارت هاي تفكر انتقادي بيشتر دانشجويان (7/72%) ضعيف بود. نتايج آزمون t تنها تفاوت معناداري را در مولفه استدلال استقرايي در بين گروه ها نشان داد (05/0p < ). همچنين، ارتباط معناداري بين تفكر انتقادي و پيشرفت تحصيلي بين دو گروه وجود نداشت(r=0.103, p=0.47) (r=0.070, p =0. 30). بر اساس اين يافته ها، مي توان گفت كه روش‌هاي آموزش فعلي دانشگاه بوعلي قادر به افزايش سطح تفكر انتقادي دانشجويان غير تربيت بدني نبوده و اين نتايج در مورد دانشجويان رشته هاي تربيت بدني نيز صادق مي‌باشد .به ‌كارگيري روش‌هاي آموزش نوين و راهكارهاي يادگيري فعال لازم مي باشد

The present study compared the relationship between critical thinking and academic achievement among physical education students and students in other fields of study in Bu Ali Sina University, Hamedan. This was a cross sectional study with a randomly stratified sampling method. Available population was all 293 undergraduate students in Bu Ali Sina University. The number of participants was determined using Morgan’s table and included 78 physical education students and 217 non-physical education students in Bu Ali Sina University. The standard California Critical Thinking Skills Test (1994, Cronbachʹs alpha reliability %85) was used to measure critical thinking skills. The achievement of academic record was assessed using the Grade Point Average of students (GPA). Descriptive statistics, Kolmogorov Smirnov, Pearson and Spearman correlation coefficients, and Student T-test were used to analyze data. Results showed that %72.7 of students had weak critical thinking skills. There was no significant difference between critical thinking skills among physical education students and students in other fields of study (p > 0.05). The results of T-test further showed that the only difference among critical thinking skills of physical education students and students in other fields was related to the deductive reasoning component. In addition, the relationship between critical thinking skills and academic achievement was not significant either in physical education students (r=0.10, p=0.47), or students in other fields (non physical education) (p =. 3). In conclusion, current education and training methods weren’t able to increase the level of critical thinking either in non-physical education students or physical education students. Using modern teaching methods and active learning strategies is warranted.