Educational organizations are being scrutinized for developing accredited programs that provide students with gainful employment. As industry prepares to face the forecasted gaps of an aging workforce, educational organizations are also pressured to provide corporations with critical thinking problem solvers who can think analytically and actively participate in the global economy by producing change that will improve organizational performance. This study exposes an existing gap in literature regarding perception and its effect on adult online students' critical thinking skills as opposed to their perceived beliefs. This study's exploration is grounded on a self-perception and social-cognitive theoretical framework that supports knowledge and reality-based assumptions. This quantitative study assumes we are all works in progress; therefore, it is possible to direct learning outcomes and drive economic change with strategies that build on life's experiences for valuable contributions to society. By employing a non-experimental quantitative correlational design, this study found a cause and effect relationship between adult online students' gender and adult online students' critical thinking skills.
|Commitee:||Gorriaran, Adolfo, Miller, Susan|
|Department:||School of Business and Technology|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 76/08(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Higher education|
|Keywords:||Critical thinking, Prior college coursework, Prior workplace experience, Self-perception, Social-cognitive, Total critical thinking skills|
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