scholarly journals Critical-Thinking Skills of First-Year Athletic Training Students Enrolled in Professional Programs

2017 ◽  
Vol 12 (1) ◽  
pp. 18-25
Author(s):  
Dana K. Bates ◽  
Jill A. Sikkema ◽  
Suzette M. Nynas ◽  
Clinton Culp
Keyword(s):  
Critical Thinking ◽  
Athletic Training ◽  
Master's Degree ◽  
Thinking Skills ◽  
Bachelor's Degree ◽  
Critical Thinking Skills ◽  
First Year ◽  
Athletic Training Students ◽  
Professional Degree ◽  
Master’S Degree

Context:The Examination of Professional Degree Level document presented to the National Athletic Trainers' Association Board of Directors states that research in athletic training education has not investigated differences in the critical-thinking skills of professional athletic training students.Objective:Investigate the differences in critical thinking and other demographic variables across first-year athletic training students enrolled in professional bachelor's- and master's-degree programs.Design:Quantitative study.Setting:District 10 athletic training programs.Patients or Other Participants:Students (N = 40) enrolled within their first 6 months of a professional athletic training program were asked to complete the California Critical Thinking Skills Test (CCTST). Twelve first-year master's-degree students (8 female, 4 male) and 28 bachelor's-degree students (18 female, 10 male) completed the CCTST (age = 20.73 ± 3.09 years).Main Outcome Measure(s):Athletic training students in District 10 were asked to complete the CCTST during the first 6 months of their respective programs. Independent t tests were used to evaluate the difference in critical-thinking scores between professional master's- and bachelor's-degree athletic training students. A 1-way analysis of variance was conducted to determine differences in critical-thinking skills with regard to gender, age, and parental educational level.Results:There were no statistically significant differences in critical-thinking skills between bachelor's- and master's-degree athletic training students enrolled in a professional athletic training program (P = .991). Additionally, there were no statistically significant differences in critical-thinking skills with regard to gender (P = .156), age (P = .410), or parental education level (P = .156).Conclusions:The results suggest master's students do not have greater critical-thinking skills than professional bachelor's students before engaging in athletic training education. Therefore, as the professional degree of athletic training transitions to the graduate level, athletic training educators may need to investigate and use pedagogical practices that will graduate critically thinking athletic trainers.

A Compass During the Storm: Offering Students Critical Rigor for Polarizing Times

2021 ◽  
pp. 1-5
Author(s):  
Andrew M. Wender ◽  
Valerie J. D’Erman
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Civic Engagement ◽  
Political Science ◽  
Cognitive Processes ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objective ◽  
First Year

ABSTRACT Teaching and learning in higher education is occurring, unavoidably, within the broader civic context of today’s extraordinarily polarizing political times. We seek to help students situate themselves with respect to and, above all, thoughtfully assess others’ as well as their own perspectives on issues of profound contention, without contributing to exacerbated polarization ourselves. Specifically, we offer students in our first-year exploratory political science course a vital tool—critical rigor—for navigating but not being inundated by the storm. This article discusses our experiences in teaching the course titled, “The Worlds of Politics,” as we attempt to help students deeply engage in cognitive processes of critical thinking and analysis, without undue infringement from their own—and least of all our own—personal political biases. Our focal learning objective is the cultivation of critical-thinking skills that promote students’ drawing of distinctions between advocacy and analysis, as well as their discerning civic engagement.

scholarly journals Student-Retention and Career-Placement Rates Between Bachelor's and Master's Degree Professional Athletic Training Programs

2015 ◽  
Vol 50 (9) ◽  
pp. 952-957 ◽  
Author(s):  
Thomas G. Bowman ◽  
Stephanie M. Mazerolle ◽  
William A. Pitney ◽  
Thomas M. Dodge ◽  
Jay Hertel
Keyword(s):  
Athletic Training ◽  
Training Programs ◽  
Master's Degree ◽  
Retention Rate ◽  
Bachelor's Degree ◽  
Retention Rates ◽  
Web Based ◽  
Professional Programs ◽  
Career Placement ◽  
Master’S Degree

Context  The debate over what the entry-level degree should be for athletic training has heightened. A comparison of retention and career-placement rates between bachelor's and master's degree professional athletic training programs may inform the debate. Objective  To compare the retention rates and career-placement rates of students in bachelor's and master's degree professional programs. Design  Cross-sectional study. Setting  Web-based survey. Patients or Other Participants  A total of 192 program directors (PDs) from bachelor's degree (n = 177) and master's degree (n = 15) professional programs. Intervention(s)  The PDs completed a Web-based survey. Main Outcome Measure(s)  We instructed the PDs to provide a retention rate and career-placement rate for the students in the programs they lead for each of the past 5 years. We also asked the PDs if they thought retention of students was a problem currently facing athletic training education. We used independent t tests to compare the responses between bachelor's and master's degree professional programs. Results  We found a higher retention rate for professional master's degree students (88.70% ± 9.02%, 95% confidence interval [CI] = 83.71, 93.69) than bachelor's degree students (80.98% ± 17.86%, 95% CI = 78.30, 83.66) (t25 = −2.86, P = .008, d = 0.55). Similarly, PDs from professional master's degree programs reported higher career-placement percentages (88.50% ± 10.68%, 95% CI = 82.33, 94.67) than bachelor's degree professional PDs (71.32% ± 18.47%, 95% CI = 68.54, 74.10) (t20 = −5.40, P < .001, d = 1.14). Finally, we observed no difference between groups regarding whether retention is a problem facing athletic training (χ21 = 0.720, P = .40, Φ = .061). Conclusions  Professional master's degree education appears to facilitate higher retention rates and greater career-placement rates in athletic training than bachelor's degree education. Professional socialization, program selectivity, and student commitment and motivation levels may help to explain the differences noted.

scholarly journals Cognitive Growth Learning Model to Improve the Students’ Critical Thinking Skills

2019 ◽  
Vol 4 (2) ◽  
pp. 112-123
Author(s):  
Aprilia Nurul Chasanah
Keyword(s):  
Critical Thinking ◽  
Differential Calculus ◽  
Industrial Revolution ◽  
Inductive Reasoning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Cognitive Growth ◽  
First Year Students ◽  
Central Java

The ability to think critically and mathematically is strongly needed so that the students are able to face the challenges of 4.0 industrial revolution. By thinking critically, they are expected to be more adaptive in finding solutions to each problem. This study aims to identify the students' mathematical critical thinking skills in solving differential calculus problem solving based on some indicators of mathematical critical thinking skills in learning using cognitive growth model. This is a Classroom Action Research (CAR) which was caried out within four weeks in the odd semester of academic year 2018/2019. The subjects of this study were the first-year students of the Mathematics Education Program in one of higher education institutions in Magelang, Central Java who took the Differential Calculus course. Data collection techniques in this study were test, observation, and interviews. The test results were then analyzed quantitatively, and the indicators of critical thinking skills in each question were also described. Based on the results of the study, it can be shown that about 30% students who begin to think critically is initiated by achieving the indicator of analyzing the arguments. However, not all students who begin to think critically are also able to draw conclusions precisely through deductive and inductive reasoning. There are only five or 16.67% who have been able to draw conclusions correctly.

scholarly journals Board 137: Critical Thinking Skills in Non-calculus Ready First-year Engineering Students

2020 ◽  
Author(s):  
Lizzie Santiago ◽  
Anika Pirkey ◽  
Mustapha Animashaun ◽  
Melissa Morris
Keyword(s):  
Critical Thinking ◽  
Engineering Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year

scholarly journals SURVEY OF THE INTEREST LEVELS OF KHMER STUDENTS AT TRA VINH UNIVERSITY ON CRITICAL THINKING SKILL (The case of School of Southern Khmer Language, Culture and Arts)

2019 ◽  
Vol 1 (2) ◽  
pp. 12-22
Author(s):  
Ly Thi My Phan
Keyword(s):  
Critical Thinking ◽  
Southern Literature ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Language Pedagogy ◽  
Survey Results ◽  
Interest Levels

The study was conducted to explore the interest levels and the understanding of Khmer students at Tra Vinh University (The case of School of Southern Khmer Language, Culture and Arts). The survey results on 114   first-year to fourth-year students of the majors: Cultural Vietnamese Ethnic Minorities, Khmer language, Pedagogy of Southern Literature show that 70% of students are interested in critical thinking. Students realize that this is the necessary thinking for the learners themselves when there are 32.46% totally agree and 54.39% agree to develop critical thinking skills. Based on the results, we initially try to find out the causes and propose the  solutions to develop critical thinking skills for students.

scholarly journals Students' Mathematical Critical Thinking Based on Self-Esteem Through Problem Based Learning in Geometry

2021 ◽  
Vol 11 (1) ◽  
pp. 41-52
Author(s):  
Krida Singgih Kuncoro ◽  
Agustin Zakkia ◽  
Fitria Sulistyowati ◽  
Betty Kusumaningrum
Keyword(s):  
Critical Thinking ◽  
Sampling Technique ◽  
Self Esteem ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Education Students ◽  
High Category ◽  
Low Levels

This study aims to describe and determine mathematical critical thinking skills based on students' self-esteem. This type of research is a mixed method with a sequential explanatory research design. The population in this study were first year mathematics education students who took geometry courses with the sampling technique used purposive sampling. Determination of the subjects grouped based on self-esteem with high, medium, and low categories to be interviewed about students' critical thinking skills. The instruments in this study were tests and interviews. The results showed that description of mathematical critical thinking skills in terms of self-esteem of students varied. Four students indicate this with high self-esteem obtained by mathematical critical thinking skills results in the form of two students in high category and two students in medium category. From 25 students with moderate self-esteem, the results of the mathematical critical thinking skills were obtained in the form of five high category students, 14 moderate category students, and six in the low category students. From three students with low self-esteem, the results of the mathematical critical thinking ability result in the form of one student in the high category and two students in the low category. It can be concluded that there is a not too significant effect on students' critical thinking skills. Meanwhile, there are differences in students' critical thinking skills in terms of self-esteem at high, medium, and low levels.

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