Assessing Students’ Critical Thinking and Approaches to Learning

The International Journal of Educational and Psychological Assessment, Vol. 12, No. 2, 2013

14 Pages Posted: 30 Jun 2013

See all articles by Carlo Magno

Carlo Magno

De La Salle University, Manila

Date Written: January 2013

Abstract

The present study explored the construct validity of the Revised Learning Process Questionnaire R-LPQ 2F with the Watson Glaser Critical Thinking Appraisal (WGCTA). The construct validation process test the assumption that deep approaches to learning that includes relating knowledge to new knowledge, distinguishing evidences and arguments, organizing and structuring content into a coherent whole results to critical thinking. The R-LPQ 2F and the WGCTA was administered to 104 senior high school students in the Philippines. Only surface approach to learning was significantly correlated with the subtests on interpretation of the WGCTA (r=-.51, p<.01). A measurement model was tested using Confirmatory Factor Analysis (CFA) and showed that both deep and surface approach increases the variance explained for critical thinking as a latent construct. The model attained an adequate fit: RMSEA=.04, SRMR=.04, CFI=.96, and TLI=.93.

Keywords: deep approach, surface approach, critical thinking, R-LPQ, WGCTA

Suggested Citation

Magno, Carlo, Assessing Students’ Critical Thinking and Approaches to Learning (January 2013). The International Journal of Educational and Psychological Assessment, Vol. 12, No. 2, 2013. Available at SSRN: https://ssrn.com/abstract=2287141

Carlo Magno (Contact Author)

De La Salle University, Manila ( email )

2401 Taft. Ave.
Manila, 4002
Philippines

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