Critical Thinking Disposition and Entrepreneurship Levels Study

This report presents a study investigating the relationship between critical thinking dispositions and entrepreneurship levels among future teachers. Conducted using a quantitative research method with a sample of 548 teacher respondents from various departments, the study employed the California Critical Thinking Disposition Inventory (CCTDI) and an entrepreneurship scale. The findings reveal a significant positive correlation between critical thinking disposition and entrepreneurship levels, with female respondents scoring higher than males. The research addresses core questions regarding how critical thinking impacts entrepreneurship, the challenges students face, and its effects across different demographics. The report also includes a critical evaluation of the study, highlighting its strengths, such as the use of appropriate statistical analyses and a large sample size, while also pointing out areas for improvement, such as more detailed objectives and a stronger literature review. The study's significance lies in its implications for improving teaching processes and preparing future teachers for success.

Background of the study
In order to analyze the connection between the critical thinking dispositions along with
the entrepreneurship levels all the teachers in future for evaluating them regarding some
demographic variables. As far as the background of the research is concerned it is based on
entrepreneurship and decision making. According to Boonjeam, Tesaputa and Sri-ampai (2017),
the entrepreneurs avail the scopes of job for the unemployed people having established creativity
and innovation. It can be seen that the factors such as alteration, novelty, dynamism, creativity
and improvement are quite effective regarding the concept of entrepreneurism as per the views of
Aybek (2016). There are the successful entrepreneurs who possess certain characteristics as
creativity, risk taking and others. The decision making on the other hand has achieved a
significance in the era of information and evidence that people are able to receive the critical
thinking capacities having proper guidelines. Hence, that teachers of the future days can enhance
their thinking abilities if they follow the critical thinking disposition and look for some novel
approaches. The fact is that the entrepreneurship has come to the current shape being evolved
from the business into the creation of innovative ideas and the teacher can also have advantages
from those concepts as found by Cansoy and Türkoglu (2017). It is required that all the
countries modify their entire education program according to this concept which will help the
students to grab the focus (Changwong, Sukkamart & Sisan, 2018). One of the primary skills of
entrepreneurship is the information utilization and applying information in the new situations.
These are the skills connected with the personal and the occupational life of the students and the
entrepreneurship knowledge of the teachers.
The research objective

The research objective is to conduct a study regarding the connection between
entrepreneurship levels of future and critical thinking disposition and then evaluate those in
terms of the demographic variables. The study is aimed at helping the teachers and the students
so that they can progress toward better future and career
Core research questions
The core research questions are primarily related to the effect of the critical thinking
disposition on the entrepreneurship levels and the study is also surrounded by the question of
how the critical thinking disposition leaves impact on the entrepreneurship levels of the teachers
of future days. The other question is on how the students are going to come up with time and
situation to acquire the critical thinking disposition and what the challenges they are going to
face are. These questions are extremely important to be addressed because it is aimed that
opening a new door for the future educational system, the way of teaching, the way of acquiring
knowledge and learning (Tseng, Gardner & Yeh, 2016).There is another question regarding how
the critical thinking disposition is going to have significant effect on the entrepreneurship levels
on different genders, different departments of High School and the grades also.
How was the research conducted?
The research is based on the quantitative research methods along with the relational
screening model being used. The quantitative research method the quantitative research can be
defined as one systematic investigation of a particular phenomenon through quantifiable data
having performed the statistical, the computational and mathematical techniques. The
quantitative research collects data from the previous customers having used the sampling
methods and sending out online polls, online service questionnaire etc. The outcomes of the
study are depicted usually in the form of numeric having understood carefully these numbers can

predict the future of a subject and then make the changes accordingly. The sample of the study is
huge since there are 548 teacher respondents from the departments of social study, science,
mathematics, elementary school at the education faculty. Out of 584 participants 167 where from
the department of science, 143 where from the department of mathematics, 129 where from the
Department of Elementary School 198 from department Social Studies and 151 of them were
male teachers and 397 of the female teachers. In this study the data has been collected in three
parts where in the first part personal information as gender, graduated secondary school, the
department have been collected. In the second part, the CCTDI-R which is the California critical
thinking disposition inventory is used. III part the entrepreneurship scale is used.
Findings of the study
The findings of the study show that the teacher respondents have an extremely high
entrepreneurship levels making a score of 155.4394. The problems with the research is that there
is a doubt with the differentiation on critical thinking disposition and Entrepreneurship levels as
per the varieties of departments, gender, class and the graduated secondary school. Over the
statistical data shows that CTDI scale scores and the Arithmetic average of people are found to
be significant. The female respondents scored higher than the mail respondents. Considerably,
the students of science education have scored higher than the Elementary School and the scores
of the science education and higher than Social Studies education department too. There is a
difference between the perspective and the methods of the disciplines. There is another
significant results which is the scores of the senior students are higher than the students of other
classes based on the entrepreneurship skill score. Therefore, it can be argued that an awareness
of employment scopes is there because the student approach well to the graduation (Stone et al.,
2017).. It can further be stated that the results show the correlation between entrepreneurship

levels of the teachers and the critical thinking disposition and it is proved that the critical
thinking disposition is having an important impact on the entrepreneurship level.
Significance of the findings
The findings are significant because it answers the Research question and drags back the
topic of the research that is the effect of critical thinking disposition on the entrepreneurship
level. As far as the future implication of the study is concerned it can be say that some other
variables connected with entrepreneurship levels can be included and examined for having
deeper inside into the study (Levine et al., 2018). Also the candidates can be increasing in
number and teachers from various discipline and backgrounds can be included for extensive
research.
Critical evaluation
I would like to say that you going through the entire article and understanding the
purpose of the research, methods, findings and the future implication of the study, it is an
informative topic that is selected. Secondly, the aim of the study is that it wants improvement to
teaching processes for the teachers as well as for the student establishing the relationship
between critical thinking disposition and entrepreneurship levels. Thirdly, the use of California
critical thinking disposition inventory has helped in providing compact data and the scores are
pretty enough for understanding the difference between the average. Also, sample size is huge
enough for increasing the validity and reliability too along with the fact that the teachers are from
various background such as elementary school, science, Social Studies and mathematics (Moser
& Korstjens, 2018).. The use of ANOVA for analyzing data is extremely useful in presenting the
correlation Coefficient analysis in the regression analysis. Most importantly the Research
question has been answered and the aim has been fulfilled because the study has found that there

is a significant relationship between critical thinking disposition and their interpretation level.
Regarding the drawbacks of the article, I would like to say that the aim of the article has been
given clearly but the objectives are not articulated properly nor the research questions. The
language of the article is quite understandable but there should have been a literature review on
the previous research on this topic preparing the base for the research which could have helped
the readers in understanding the literature gap to. Also there is no proper conclusion to the
research study and the future implication could have been better if the thought of including
students would have been included too (Karakoc, 2016). Regarding the methodology part, the
qualitative method could also have been useful making the study more error free and reliable.
The qualitative research method is the method through which the non-numerical data can be
gathered. The interviews also could have been conducted with well-known business
entrepreneurs for understanding the market demand from the emerging entrepreneurs (Clear,
2017).. Regarding the presentation of the collected data, there are sufficient graphs, charts and
diagrams for better understanding the outcomes and the future implications.

Reference
Aybek, B. (2016). The relationship between prospective teachers’ media and television literacy
and their critical thinking dispositions. Eurasian Journal of Educational Research, 16(63).
Boonjeam, W., Tesaputa, K., & Sri-ampai, A. (2017). Program Development for Primary School
Teachers' Critical Thinking. International Education Studies, 10(2), 131-138.
Cansoy, R., & Türkoglu, M. E. (2017). Examining the Relationship between Pre-Service
Teachers' Critical Thinking Disposition, Problem Solving Skills and Teacher Self-
Efficacy. International Education Studies, 10(6), 23-35.
Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development:
Analysis of a new learning management model for Thai high schools. Journal of
International Studies Vol, 11(2), 11-2.
Clear, T. (2017). THINKING ISSUES Meeting employers expectations of devops roles: can
dispositions be taught?. ACM Inroads, 8(2), 19-21.
Karakoc, M. (2016). The significance of critical thinking ability in terms of education.
International Journal of Humanities and Social Science, 6(7), 81-84.
Levine, S., Pastor, P., Krizhevsky, A., Ibarz, J., & Quillen, D. (2018). Learning hand-eye
coordination for robotic grasping with deep learning and large-scale data collection. The
International Journal of Robotics Research, 37(4-5), 421-436.
Moser, A., & Korstjens, I. (2018). Series: Practical guidance to qualitative research. Part 3:
Sampling, data collection and analysis. European Journal of General Practice, 24(1), 9-
18.

Stone, G. A., Duffy, L. N., Pinckney, H. P., & Templeton-Bradley, R. (2017). Teaching for
critical thinking: preparing hospitality and tourism students for careers in the twenty-first
century. Journal of Teaching in Travel & Tourism, 17(2), 67-84.
Tseng, H., Gardner, T., & Yeh, H. T. (2016). Enhancing students’ self-efficacy, elaboration, and
critical thinking skills in a collaborative educator preparation program. Quarterly Review
of Distance Education, 17(2), 15-28.