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5.1.1 Findings from Descriptive Analyses ........................... 77

5.1.2 Findings from Discrepancy Analyses ........................... 78

Chapter IV Results and Discussion

4.1 The Analyses of Current Situation of CTD, MS and CWA among Senior High School Students

In this section, the author presents the following questions by using the presented tables: What is the current situation of the critical thinking disposition, meta-cognitive strategies and continuation writing achievement from the sample students? The descriptive statistics will be presented in different sections in the tables.

4.1.1 Descriptive Statistics of CTD

This section is about the statistical results of critical thinking disposition. First of all, the author shows the frequency and distribution of student grades in this inventory, and it is reflected in Table 4.1, according to it, we can see the distribution of the total score frequency of the Critical Thinking Disposition Inventory, and the author analyzes the scores of the seven dimensions of the entire questionnaire. It should be noted that the questionnaire was answered by 225 students with no missing values. By collecting the answers on the Critical Thinking Disposition Inventory, the overall features of the critical thinking disposition of high school students in this school are understood. 

Chapter V Conclusion

5.1 Major Findings

After analyzing all the collected statistics, this part is going to make a conclusion of what has been showed and discussed above, namely the major findings. Based on the analysis and results of the previous chapters, the major findings of this study are presented from two perspectives of the analysis of descriptive analysis and discrepancy analysis as well as the correlation analyses including Pearson correlation, regression analysis.

5.1.1 Findings from Descriptive Analyses

From the descriptive analysis of critical thinking disposition, it indicates that the current situation of Grade One senior high school students’ critical thinking disposition is in a medium and positive tendency. The phenomenon illustrates that students can us critical thinking to write well. All the dimensions are at a medium level and among the seven dimensions, four dimensions of them are in a relatively positive tendency. It can be seen that the self-confidence ranks the first, and it’s followed by truth-seeking, analyticity and inquisitiveness. In addition, the results are basically consistent with previous studies (Peng, 2009; Che, 2019). 

The current situation of meta-cognitive strategies used by senior high school students in continuation writing is at a low level, it means that the students can’t use different strategies to think and write and they might not have a clear perception of strategies using. Among the four dimensions, the usage of self-planning ranks the first and it’s followed by self-noticing, self-evaluating and self-monitoring. The result of this study is similar to the result from Wang (2006).

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