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Bednáriková, M., &Ková, K. (2014). Test Tool Creation and Examination of Selected Cognitive Skills of Students at the Slovak University of Technology. American Journal of Educational Research, 2(12), 1182-1189.

has been cited by the following article:

Article

Analysis of the Influence of Selected Sociodemographic Characteristics on the Effectiveness of Students in the Test of Selected Critical Thinking Skills at the Slovak University of Technology

1Department of Human Sciences, Faculty of Materials Science and Technology, Slovak University of Technology, Trnava, Slovakia

2Institute of Stress, Opoj, Slovakia

3Department of sociology, St. Elisabeth College of Health and Social Work in Bratislava


American Journal of Educational Research. 2015, Vol. 3 No. 12, 1607-1614
DOI: 10.12691/education-3-12-18
Copyright © 2015 Science and Education Publishing

Cite this paper:
Mária Bednáriková, Karol Kováč, Michal Kratochvíla. Analysis of the Influence of Selected Sociodemographic Characteristics on the Effectiveness of Students in the Test of Selected Critical Thinking Skills at the Slovak University of Technology. American Journal of Educational Research. 2015; 3(12):1607-1614. doi: 10.12691/education-3-12-18.

Correspondence to: Mária  Bednáriková, Department of Human Sciences, Faculty of Materials Science and Technology, Slovak University of Technology, Trnava, Slovakia. Email: maria.bednarikova@stuba.sk

Abstract

In this contribution we analyse the existence of statistically relevant correlations between students´ fruitfulness in the test regarding selected cognitive abilities and independent variables as they follow: age, gender, form of study, place of residence and previous studies (secondary grammar schools offering general education vs. secondary vocational schools that offer precisely specified vocational education). We have stated that there was statistically significant difference in the overall test efficiency when taking into consideration the criterion – previous studies. Based on this fact we point out that theoretical education supports the ability to abstract rational structure out of the problem situation and so it becomes the fundamental condition for deployment of critical analysis, evaluation and argumentation.

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