Investigation of the Relationship Between Secondary School Students' Critical Thinking Tendencies and Lifelong Learning Skills

Abstract

The aim of the study is to determine the interaction of lifelong learning skills and critical thinking tendencies of individuals in the second level of primary education. While the universe of the research consists of individuals in the second level of secondary school primary education affiliated to the Beykoz District Directorate of National Education in Istanbul Province; The sample consists of 400 students determined by simple random sampling method. In the study, firstly, literature review was made and similar studies were evaluated. In the study, relational survey model was applied by conducting quantitative research. With the necessary permissions, the 30-item "Lifelong Learning Scale" and the 21-item "Critical Thinking Tendency" scales were applied to the students. Cronbach's alpha value of the "Lifelong Learning Scale" was 0.871 and the data were evaluated with the Mann Whitney U test and the Kruskal Wallis test; Cronbach's Alpha value of the "Critical Thinking Tendency Scale" was .87 and the data were interpreted with ttesi and Anova. In line with the scale results, a strong positive relationship was found between lifelong learning skills and critical thinking tendencies, and this relationship was observed at a strong level especially between "Communication and Productivity" and "Dialectical Thinking". However, no significant and significant interaction was found between "Self-Confidence" and the sub-dimensions of critical thinking tendencies.