Assessment of study habits among young university students
DOI:
https://doi.org/10.61273/neyart.v4i4.212Palabras clave:
critical thinking, initial teacher education, higher education, cognitive skills, self-regulated learningResumen
This study assessed the level of critical thinking among 42 first-semester students during the 2025-I academic year. This research was non-experimental and quantitative, descriptive-comparative in nature, and cross-sectional in design. The instrument used was the Delgado Garay Critical Thinking Questionnaire (2025), which consists of 24 items grouped into six dimensions: analysis, inference, explanation, interpretation, self-regulation, and evaluation. The mean score was 68.51 (SD = 9.74), which is in the low-to-midrange relative to the scale norms for adults aged between 18 and 30 years of age (mean score = 77 points). Self-Regulation revealed the highest mean score (M = 14.21) whereas Interpretation had the lowest (M = 8.40). In terms of where they placed in these categories, 83.3 percent spelled “Low” and “Lower-Middle,” with no student landing at a high level. The results indicated that the overall average scores for all three dimensions of the female students were higher than those of male students; however, none of these results—though in the expected direction—were statistically significant.
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