kamsiah binte abdullah

529 Pages·2008·21.76 MB·English

THE CRITICAL READING AND THINKING
ABILITIES OF MALAY SECONDARY SCHOOL PUPILS
IN SINGAPORE
A THESIS SUBMITIED BY
KAMSIAH BINTE ABDULLAH
IN FULFILLMENT OF THE REQUIREMENT FOR THE DEGREE OF
DOCTOR OF PHILOSOPHY
UNIVERSITY OF LONDON
INSTITUTE OF EDUCATION
1994
/
(LONDON)
UI V
A
ACKNOWLEDGEMENT
First of all, I like to express my gratitude to my supervisor
Dr. Elwyn Thomas who has guided me throughout my study,
giving his valuable advice and foresight in the research process.
I am also deeply indebted to the then Dean of the School of
Education, Prof. Ho Wah Kam of the National Institute of
Education, Nanyang Technological University, who had given the
motivation and support to pursue my studies this far. He had
painstakingly read through my work giving his invaluable
comment and advice till the fmal submission of this thesis.
I am also grateful to the National Institute of Education,
Singapore for providing me with the scholarship to pursue the
course.
The people who suffered most during my long absence
abroad are of course, my own family: my children Muhamad
Irwan, Farhan, Muhamad Sufiyan, Ama! Norahmah, Syamsul
Ehsan, Hikniah, and above all my husband, Darlan, who has given
me continuous support throughout the course of this research.
Many thanks also to teachers who have assisted me in the
test administration, the technical staff of the Computing
Department of the Institute, and all friends and relatives who
have contributed in one way or another towards the completion of
this study.
II
ABSTRACT
THE CRITICAL READING AND THINKING ABILITIES OF
MALAY SECONDARY SCHOOL PUPILS IN SINGAPORE
Research on the education of Malay pupils, a minority group in
Singapore, is sparse and is normally centred on Malay under-
achievement in schools in comparison to other ethnic groups in
Singapore. This study attempts to fill in the gap in research by
studying one of the factors that might be related to the
achievement of Malay pupils, that is, namely their critical reading
and thinking abilities.
While critical thinking and reading skills were identified as
important skills to be acquired, these two areas were not given
proper emphasis in the Malay language curriculum. Research in
this area may contribute not only to a better understanding of the
nature of critical reading and thinking, but also help to identify the
pupils' strengths and weaknesses in the construct, information
useful for curriculum development and improving their
performance in schools.
In investigating the critical reading and thinking abilities of Malay
pupils, I have undertaken two lines of inquiry in this study. The
first line of inquiry focussed on the development of two
instruments the Malay Language Critical Reading Test (MLCRT),
designed to assess the critical reading ability of the pupils, and The
Critical Thinking Disposition Inventory (CTDI) intended to measure
the pupils' disposition to think critically. The second line of
approach was directed towards developing a model of the
relationship of the correlates of critical reading and thinking ability,
and also their relationship with selected variables.
Three versions of the test on critical reading, the Trial MLCRT and
the Actual MLCRT and the Revised MLCRT were developed . The
Trial-MLCRT, a 100-item test, was piloted on 353 pupils while the
Actual MLCRT and Revised MLCRT were standardized on a sample
of 1444 students from five grade levels in secondary schools. The
test items were originally designed based on ten subskills, namely,
to elicit the ability to evaluate deductive inferences, the ability to
evaluate inductive inferences, the ability to evaluate the soundness
of generalizations, the ability to recognize hidden assumptions, the
ability to identify bias in statements, the ability to recognize
author's motives, the ability to identify facts and opinions, the
ability to identify sources, uses and relevancy of materials, the
ability to recognize similarities and differences and the ability to
ifi
evaluate the strength of arguments. In the revised MLCRT,
henceforth refered to as RMLCRT only nine subskills comprising 65
items were retained.
The results of the validity and reliability studies based on the
RMLCRT show the instrument to be reliable and valid for pupils
from the Normal or Express stream, and for all five grade levels.
Factor analysis of the subskills of the RMLCRT indicates one main
general factor, the core critical reading subskills, to be its
underlying trait. However, the result of factor analysing the items
failed to give a clear picture of the underlying construct.
The second instrument, The Critical Thinking Disposition Inventory
(CTDI), is a new instrument developed especially to measure pupils'
critical thinking disposition. It was composed of 38 items which
was shown to be internally consistent with the main scale. This
instrument was standardized on 1024 pupils, in the same way as
the RMLCRT. The reliability of the CTDI was found to be high and
suitable for all five grade levels, for the Normal as well as for the
Express stream pupils and for both genders. An exploratory factor
analysis of the CTDI items revealed one main general factor as the
underlying construct.
The second part of the study which utilized a subsample of
580 pupils was mainly focussed on presenting a model of the
correlates of critical reading ability among Malay pupils in
Singapore. The result indicates general ability, Malay language
competency, general reading comprehension ability, grade level,
age and sex, socio-economic status and critical thinking disposition
to have an effect on critical reading ability. General ability was
revealed to have the largest effect, showing its importance in
determining critical reading ability. Malay language and reading
comprehension were shown to have quite large effects, attesting to
the importance of the language and reading factor, even surpassing
that of critical thinking disposition which has a small but significant
effect on critical reading ability.
Discussion of the findings, uses of the instruments, its
implications for syllabus design and suggestions for further
research in the area were also presented.
(IV)
TABLE OF CONTENTS
page
PART ONE
INTRODUCTION AND BACKGROUND OF THE STUDY
CHAPTER 1

INTRODUCTION TO THE PROBLEM 1

1 .1 Introduction to the Problem 2

1 .2 Aims of the Study 9
1 .3 The Need for Understanding Critical Reading

in the Malay Language Classrooms 10

1 .4 Justification of the Study 10

Footnotes 14
CHAPTER 2
The HISTORICAL AND EDUCATIONAL BACKGROUND

OF THE MALAYS IN SINGAPORE 16

2.1 Introduction 16

2.2 The Early History of the Malays In Singapore 16

2.3 The Malay Language 17

2.4 Political Developments in Singapore 17

2.5 A Brief History of the Malays in Singapore 18

2.6 The Malays and Education in Singapore 19

2.6.1 Education during the Colonial Period 20

2.6.2 Education during the Post War Period 23

2.6.3 Education during the Post Independence Period 24

2.7 The Context of Malay Language Learning in Singapore 28

2.8 Educational Challenges Facing the Malays 29

Footnotes 30
PART TWO

REVIEW OF LITERATURE 31
CHAPTER 3

THE DEFINITIONS AND NATURE OF CRITICAL READING 32

3.1 Introduction 32

3.2 The Definitions of Critical Reading 32

3.3. Critical Reading and Reading 33

3.4 Levels of Reading Comprehension and Critical Reading 35

3.5 Critical Reading As A Process of Reading Comprehension 41

3.6 The 'Schematic' Explanation of Critical Reading 46

3.7 Critical Reading and Critical Thinking 47
(V)
page
3.8 Implication of Critical Thinking Theory for
Critical Reading 51
3.9 Creative and Critical Reading 52
3.10 Summary and Conclusion 56
CHAPTER 4
ASSESSING CRITICAL READING ABILITY 59
4.1 Introduction 59
4.2 Critical Reading Skills 59
4.3 Critical Reading Tests 63
4.3.1 Sochor's Critical Reading Test for Social Studies
and Maney's Critical Reading Test for Science 63
4.3.2 The Ohio State University Critical Reading Test 66
4.3.3 The Worden Critical Reading Appraisal 69
4.3.4 Other Critical Reading Tests 71
4.4 Critical Thinking Tests 72
4.5 Summary and Issues Related to the Constructiuon of the
Critical Reading Test. 77
4.6 Conclusion 81
CHAPTER 5
FACTORS AFFECTING CRITICAL READING 83
5.1 Introduction 83
5.2 Attitudinal Factors 83
5.3 Intelligence, Academic Ability and General Ability 88
5.4 General Reading Comprehension 95
5.5 Gender 96
5.6 The !eachingCritical Reading 97
5.6.1 Critical Reading and Teachers' Questions 100
5.6.2 The Directed Reading/Thinking Approach (DRTA) 102
5.6.3 The Intra Act Procedure for Teaching
Critical Reading 104
5.6.4 Using Literature to Teach Critical Reading 104
5.6.5 Teaching Critical Reading Diagnostically 106
5.7 Growth in Critical Reading Ability 108
5.8 Conclusion 109
PART THREE
CHAPTER 6
RESEARCH DESIGN AND TRIAL TESTS 111
6.1 Introduction 112
6.2 Objectives of the Study 112
(VI)
page
6.3 Conceptual Model for the Construct of Critical Reading-
Thinking Ability 113
6.4 Phase 1: Test Construction and Development 118
6.5 Phase 2: Standardization of Test Instruments 119
6.5.1 Sampling Design for Standardizing
The MLCRT and the CTDI 120
6.5.2 Pilot Study and the Trial-run Study 121
6.6 Phase 3: Constructing an Exploratory Model of the
Correlates of Critical Reading and Thinking Ability 121
6.6.1 Conceptual Model of the Correlates of Critical
Reading Ability 124
6.6.2 The Sample 129
6.7. Data Analysis 129
6.8 Limitations of the Study 130
Footnotes 131
CHAPTER 7
TEST CONSTRUCTION AND DEVELOPMENT 132
7.1 Introduction 132
7.2 Subskills of Critical Reading Ability 133
7.2.1 The Ability to Reason Deductively 133
7.2.2. The Ability to Evaluate Inductive Inferences 133
7.2.3 The Ability to Evaluate Generalizations 133
7.2.4 The Ability to Recognize Hidden Assumptions 134
7.2.5 The Ability to Recognize Bias 134
7.2.6 The Ability to Differentiate Between
Facts and Opinion 134
7.2.7 The Ability to Identify Author's Motive 134
7.2.8 The Ability to Identify Sources
and Uses of Texts 135
7.2.9 The Ability to Recognize Similarities and
Differences 135
7.2.10 The Ability to Evaluate Strength of Arguments 135
7.3. Criteria for the Construction of the Critical Reading Test 136
7.4 Sample Items of the Trial MLCRT 138
7.4.1 Subskill 1: The Ability to Reason Deductively 138
7.4.2. Subskill 2: The Ability to Evaluate Inductive
Inferences 139
7.4.3 Subskill 3: The Ability to Evaluate Generalization 140
7.4.4 Subskill 4: The Ability to Recognize Hidden
Assumptions 140
7.4.5 Subskill 5 The Ability to Recognize Bias 141
7.4.6 Subskill 6: The Ability to Differentiate Between
Facts and Opinion 142
(\1I)
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7.4.7 Subskill 7: The Ability to Recognize Author's Motive 144
7.4.8 Subskill 8: The Ability to Identify Sources
and Uses of Material 145
7.4.9 Subskill 9: The Ability to Recognize
Similarities and Differences 146
7.4.10 Subskilll 0 Subskill 10: The Ability to
Evaluate Strength of Arguments 147
7.5 Construction of the CTDI 149
7.6 Pilot Study 153
7.7 Face and Content Validity of Trial MLCRT and the Cr01 153
CHAPTER 8

TRIAL-RUN STUDY 155

8.1 Description of the Study 155

8.2 Presentation of Results of the Trial-run Study 156
8.3 Item Analysis of the Trial Malay Language Critical

Reading Test (TMLCRT) 156

8.3.1 Distribution and Item Analysis of Subskill 1 158

8.3.2 Distribution and Item Analysis of Subskill 2 161

8.3.3 Distribution and Item Analysis of Subskill 3 163

8.3.4 Distribution and Item Analysis of Subskill 4 164

8.3.5 Disthbution and Item Analysis of Subskill 5 166

8.3.6 Distribution and Item Analysis of Subskill 6 168

8.3.7 Distribution and Item Analysis of Subskill 7 168

8.3.8 Distribution and Item Analysis of Subskill 8 169

8.4.9 Distribution and Item Analysis of Subskill 9 171

8.4.10 Distribution and Item Analysis of Subskill 10 171

8.5 The Distribution of the 100-Item TMLCRT Scores 172

8.6 Distribution of TMLCRT Scores by Levels 173

8.7 The TMLCRT Subskills 174

8.8 Reliability of the TMLCRT 176

8.8.1 Reliability of TMLCRT by Grade Level 177

8.9 Summary of Results of the TMLCRT and Subscales 177

8.10 The Trial Critical Thinking Disposition Inventory 178

8.11 Results of the Trial Critical Thinking Disposion Inventory 179

8.12. Frequency Distribution of TCTDI Total Scores 179

8.13 Internal Consistency of TCTDI Items 179

8.14 Reliability of the Trial TCTDI 181

8.15 Split-half Reliability of TCTDI 181

8.16 Reliability of the TCTDI by Grade Level 182

8.17 Summary of TCTDI Results 182

8.18 Conclusion 183
(VIII)
page
PART FOUR
THE ACTUAL STUDIES 184
CHAPTER 9
STANDARDIZATION OF THE MALAY LANGUAGE CRITICAL
READING TEST 185
9.1 Introduction 185
9.2 Sample for the Whole Study 185
9.3 Sample Distribution for the MLCRT Standardization 188
9.4 Results of the Malay Language Critical Reading
Test (MLCRT) 191
9.5 Overall Results of the MLCRT 191
9.5.1 Analysis of MLCRT Items 192
9.5.2 Facility Indices of MLCRT Items 192
9.5.3 Discrimination Indices MLCRT Items 192
9.5.4 Item Characteristic Curves of MLCRT 193
9.5.5 Item Bias and MLCRT 194
9.5.6 Analysis of Items Within Each MLCRT SubskiIls 195
9.5.7 correlations of Subskills with MLCRT Total Scale 195
9.6 The Revised MLCRT 198
9.7 Distribution of RMLCRT 199
9.7.1. Overall Result of RMLCRT Total Scores by Grade
Level 200
9.7.2. Overall Result of RMLCRT Scores by Stream 201
9.7.3. Overall Result of RMLCRT Scores by Gender 201
9.8 Characteristics of RMLCRT Items 202
9.9 Analysis of RMLCRT Using the Rasch Analysis 202
9.10 Pupils' Estimated Critical Reading Ability Across Grade
Level and Stream 211
9.11 Subskill Difficulty Based on Rasch Model 212
9.12 Reliability of the RMLCRT Scale 213
9.12.1 Reliability of RMLCRT Scale by Grade Level 214
9.12.2 Reliability of RMLCRT Scale by Stream 214
9.12.3 Reliability of RMLCRT Scale by Gender 215
9.13 The Construct Validity of RMLCRT 215
9.13.1 Expert Responses on RMLCRT Items 216
9.1 3.2 The Internal Consistency of RMLCRT 216
9.13.3 The Concurrent Validity of RMLCRT 217
9.13.4 Factor Analysis of Subskills of RMLCRT 219
9.13.5 • Factor Analysis of All 65 Items of RMLCRT 220
9.14 The Final Exploratory Model of the Construct of
Critical Reading-Thinking Ability 224
9.15 Summary of Findings on The MLCRT 227
(IX)
page
CHAPTER 10
RESULTS OF THE ANALYSIS OF THE CRITICAL THINKING

DISPOSITION INVENTORY 229

10.1 Introduction 229

10.2 Administration of CTDI 229

10.3 Sample Distribution of CTDI Standardization 229

10.4 The Distribution of CTDI Scale 233

10.4.1 Norming of CTDI Scale 236

10.4.2 Overall Result of CTDI Scale by Grade Level 239

10.4.3 Overall Result of CTDI Scale by Stream 239

10.4.4 Overall Result of CTDI Scale by Gender 240

10.5 Analysis Of CTDI Items 240

10.6 The Content Validity of CTDI Items 243

10.7 The Construct Validity of CTDI 243

10.8 The Discriminant Validity of CTDI 245

10.9 Factor Analysis of CTDI and Other External Tests 246

10.10 Reliability of the CTDI 246

10.10.1 Reliability of CTDI Across Levels 247

10.10.2 Reliability of CTDI Across Streams 247

10.10.3 Reliability of CTDI Across Gender 248

10.11 The Underlying Trait of CTDI Items 248

10.12 Conclusion 254
CHAPTER 11
THE EXPLORATORY MODEL OF THE CORRELATES OF

CRITICAL READING ABILITY 256

11 .1 Introduction 256

11 .2 Descriptive Analysis of the Subsample 256

11.3 Source of Data for the Variable under Study 259

11.4 The Variables under Study 259

11.5 Coding of the Variables under Study 259

11.6 Research Questions 261

11 .7 Testing the Hypothesis 262

11 .7.1 Hypothesis 1 262

11.7.2 Hypothesis 2 265

11.7.3 Hypothesis 3 267

11.7.4 Hypothesis 4 268

11.7.5 Hypothesis 5 269

11.7.6 Hypothesis 6 272

11.7.7 Hypothesis 7 272

11 .8 lntercorrelations of Variables 273
11.9 The Exploratory Model of the Correlates of

Critical Reading Ability 276