The aim of this study is to compare academic literacy, academic aspiration, and critical thinking disposition levels between physiotherapy students who received academic literacy education and those who is not. Data is collected using the Academic Literacy Scale (ALS), Academic Aspiration Scale (AAS), and Critical Thinking Disposition Scale (CTDS) via an online survey.
This cross-sectional comparative study includes 148 second-year undergraduate physiotherapy students at a public university. Students are divided into two groups based on whether they have taken an elective academic literacy course. Data is collected using the Academic Literacy Scale (ALS), Academic Aspiration Scale (AAS), and Critical Thinking Disposition Scale (CTDS) via an online survey.
Study Type
OBSERVATIONAL
Enrollment
128
Karabuk University
Karabük, Karabük Province, Turkey (Türkiye)
Academic Literacy Scale
The Academic Literacy Scale (ALS), is a measurement tool based on a five-point Likert rating system. The scale consists of a total of 23 items grouped into three subdimensions: academic disposition, research process, and use of information.
Time frame: 1 week
Academic Aspiration Scale
The Academic Aspiration Scale (AAS) consists of 21 items. The scale includes the dimensions of aspiration for advancement, inspiration toward school, achievement motivation, enjoyment of school and life, and importance of school.
Time frame: 1 week
Critical Thinking Disposition Scale
The Critical Thinking Disposition Scale (CTDS) is a 30-item measurement instrument. During scoring, positively worded items are rated from 1 to 5, whereas negatively worded items are coded using reverse scoring from 5 to 1. The total possible scores on the scale range from 30 to 150, with higher scores indicating a higher level of critical thinking disposition.
Time frame: 1 week
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