The Relationship between Prospective Teachers’ Levels of Critical Thinking and Their Success in Academic Writing

Abstract

The aim of this study was to find out the relationship between prospective teachers’ levels of critical thinking and their success in academic writing. Participants of the research were 181 prospective teachers from six different departments. The data regarding the participants’ levels of critical thinking were collected via the Watson-Glaser Critical Thinking Appraisal, and the data related to the levels of success in academic writing were gathered through evaluation of academic essays. The gathered data were analyzed with the statistics program. As a result of the analysis, a statistically significant relationship was found between prospective teachers’ levels of critical thinking and their success in academic writing. Depending on the findings of the research, it is suggested to take the levels of critical thinking into account in order to increase the levels of success in academic writing.