Adaptación y validación de un instrumento que mide el pensamiento crítico en estudiantes de secundaria
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Tribunal
Abstract
Los adolescentes están inmersos en información rápida gracias al internet. El pensamiento crítico es crucial en la toma de decisiones del aprendiz. El objetivo fue validar un instrumento de medición del pensamiento crítico para estudiantes de secundaria en el contexto peruano. El enfoque es cuantitativo, diseño no experimental. Para evaluar las dimensiones de esta habilidad se realizó la adaptación y validación del instrumento de Watson-Glaser desarrollado en Turquía. La prueba final posee 22 interrogantes. La muestra fue 200 estudiantes del séptimo nivel. Los resultados muestran que, se obtuvo una correlación múltiple de 0.85 en la evaluación de Lambda, los coeficientes en U Mann Whitney fueron p_valor ˂0.05, se halló correlaciones significativas en el nivel 0,05 en Spearman-Brown y registró un grado de discriminación de ítems adecuado de 0.41. Se concluye con la confiabilidad resalta Kr20 de 0.709 y r mitades partidas de 0.571 moderado y p***. Este instrumento contiene adecuado nivel de consistencia interna y validez.
Adolescents are immersed in rapid information access thanks to the internet. Critical thinking is crucial for learners' decision-making. The objective was to validate a critical thinking measurement instrument for secondary school students in the Peruvian context. The approach is quantitative, non-experimental design. To evaluate the dimensions of this skill, the Watson-Glaser instrument developed in Turkey was adapted and validated. The final test has 22 questions. The sample consisted of 200 seventh-grade students. The results show a multiple correlation of 0.85 in the Lambda assessment, the Mann-Whitney U coefficients were p_value ˂0.05, significant correlations were found at the 0.05 level in Spearman-Brown, and an adequate item discrimination degree of 0.41 was recorded. The conclusion is that the Kr20 reliability was highlighted at 0.709 and the split-half r of 0.571 were moderate, and p***. This instrument has an adequate level of internal consistency and validity.
Adolescents are immersed in rapid information access thanks to the internet. Critical thinking is crucial for learners' decision-making. The objective was to validate a critical thinking measurement instrument for secondary school students in the Peruvian context. The approach is quantitative, non-experimental design. To evaluate the dimensions of this skill, the Watson-Glaser instrument developed in Turkey was adapted and validated. The final test has 22 questions. The sample consisted of 200 seventh-grade students. The results show a multiple correlation of 0.85 in the Lambda assessment, the Mann-Whitney U coefficients were p_value ˂0.05, significant correlations were found at the 0.05 level in Spearman-Brown, and an adequate item discrimination degree of 0.41 was recorded. The conclusion is that the Kr20 reliability was highlighted at 0.709 and the split-half r of 0.571 were moderate, and p***. This instrument has an adequate level of internal consistency and validity.
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Vol. 5, No. 11