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Formal reasoning schemes analysis in chilean secondary education students through the validation of the test of logical thinking (TOLT)

Abstract:

This study presents a validation analysis of the Test of Logical Thinking (TOLT), proposed by Tobin and Capie (1981), to evaluate the formal logical reasoning schemes of secondary education (N = 2348). The analysis confirms the structure of five schemes: Proportionality, variable control, probability, correlation and combinatorial, with adequate adjustment and reliability rates. A general low achievement level in the test tasks was observed, with the best overall achievement level in the tasks related to proportionality and correlation schemes, and the worst achievement level in the tasks related with the use of probabilities. There are significant differences depending on the educational level to which the students belong, and an evolutionary pattern is observed in their scores. Significant differences are also reported in function of gender and the administrative unit of the institutions the students attend. The main findings and implications for the Chilean educational system are discussed, focusing in the subject of mathematics.