Effect of college professor’s facilitation competency, interaction and instruction presence on critical thinking propensity in college students

Abstract

This study explored the effect of college professor facilitation competency, interaction and instruction presence on the critical thinking propensity of college students. The participants inof this study were 392 students at a 4-year college, in Daejeon City, Chungnam Province, Korea. First, it was found that the college professor’s facilitation competency statistically and significantly affected critical thinking propensity in the college students. It showed that a higher level of college professor’s facilitation competency was related to a higher level of critical thinking propensity in the college students. Second, it was found that interaction significantly affected critical thinking propensity in college students. This showed that a higher level of interaction was related to a higher level of critical thinking propensity in the college students. Third, it was found that instruction presence significantly affected critical thinking propensity in college students. A higher level of instruction presence was shown to be related to a higher level of critical thinking propensity in college students. Fourth, it was found that the college professor’s facilitation competency significantly affected critical thinking propensity in college students through its relationship with interaction and instruction presence.