The Influence of an Interdisciplinary Course on Critical Thinking Skills Page: 71
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cognitive complexity than liberal arts majors. Others (see, e.g., Spaulding and
Kleiner, 1992; Keeley, Browne and Kreutzer, 1982; Welfel, 1982) have found
that academic major is not a factor in critical thinking.
Because of the wide variety of majors, and thus a small sample size within
each major, students in this study were classified according to the school to which
their academic major belonged. Southeastern Oklahoma State University is divided
into four schools: Arts and Letters, Business, Education and Behavioral Sciences,
and Science and Technology. Additionally, students who indicated that their major
was Undecided (UND) formed the fifth group.
No significant differences were found on any of the subscores of Form A of
the WGCTA. However, a significant difference was found in the overall score of
Form A (p=.0450). The students in the School of Arts and Letters or the School of
Science and Technology scored significantly higher than the students that were
undecided about their academic major.
On Form B, students in the School of Education scored significantly lower
than students in either the School of Arts and Letters or the School of Science
and Technology on both the overall score (p=.0332) and the Inference subscore
(p_-0202). Students in the School of Business scored significantly lower on the
Inference subscore but not the overall score than students in either the School of
Arts and Letters or the School of Science and Technology.
These results seem to agree most with Kitchener (1981) that academic major
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Elliott, Brett M. The Influence of an Interdisciplinary Course on Critical Thinking Skills, dissertation, August 1999; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc278389/m1/77/?q=music: accessed July 18, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .