Exploring the Relationship between Critical Thinking Skills and Academic Achievement

Shahzadi, Uzma; Nimmi,; Khan, Itbar

doi:10.36902/sjesr-vol3-iss1-2020(236-242)

Cited by 4 publications

(2 citation statements)

References 25 publications

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“…Mean score of overall CTS in prospective teachers were 55.59 out of 100 which is close to average score. At dimension level mean score of inference were below average and mean scores of analyzing was above average which is supported by the findings of Shahzadi and Khan (2020).…”

Section: Discussionsupporting

confidence: 75%

Impact of Critical Thinking Skills on Prospective Teachers’ Academic Achievement

Kanwal¹,

Butt²

2021

RAMSS

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The study intention was to find the impact of critical thinking skills (CTS) on prospective teachers’ academic achievement. The method of the study was quantitative with correlation research design. The sample of the study was 113 prospective teachers using convenience sampling from three departments of teacher education institutions. To assess the Critical Thinking skills of prospective teachers, test was developed by the research comprised of five dimensions i.e. analyzing, assumption, deduction, inferences and interpreting information. Eight statements for each dimension required 40 minute to solve. Psychometric properties i.e. Reliability and validity of test was insured by applying Cronbach alpha which was 0.72. The study results reflect that level of critical thinking skills in prospective teachers were not up to mark (Mean=55.59%), the association amongst CTS and academic achievement was significant and moderate (r=0.365). It is recommended that administrators of teacher education programs should provide opportunities to educators to promote CT skills in prospective teachers.

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Section: Discussionsupporting

confidence: 75%

Impact of Critical Thinking Skills on Prospective Teachers’ Academic Achievement

Kanwal¹,

Butt²

2021

RAMSS

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“…The remedy to this the study said, was to include more critical thinking-oriented content in the books to enhance students' cognitive skills. Another study conducted by Shahzadi & Khan (2020) to explore the CT skills correlation with students' academic achievement among intermediate students. The findings revealed low dimensions of critical thinking e.g.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Critical Thinking Skills Development among Secondary School Students: An Analysis of Chemistry Textbook Grade X (2020)

Jamil,

Bibi,

Shahzadi

2024

RJSI

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The current study used qualitative analysis of the Chemistry textbook grade X through the facilitation of NVivo 12 software to analyze the textbook about critical thinking skills development. The textbook was selected through purposive sampling. The findings revealed that the textbook fostered critical thinking skills through several approaches relevant to chemistry concepts in to real-world, and their applications, asking open-ended questions, presenting merits and demerits of chemical processes, offering flow diagrams of industrial systems, comparing related concepts, and illustrating underlying chemical principles behind the phenomenon. The book urged students to apply chemistry principles critically in practical settings, evaluate them from different perspectives, rationalize complex processes thoroughly, and analyze their strengths and weaknesses in various approaches. Additionally, it invited them to discover the logic behind complex chemical systems and question what drives chemical behaviors at core levels. Moreover, explicit instruction on developing critical thinking skills should be better integrated into the curriculum with inquiry-based activities.

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The Comparison of Several Factorial Structures of the Cornell Critical Thinking Test Level Z

BARTA,

TAMÁS,

PÓKA

2024

Studia UBB Psychol.-Paed.

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"The Cornell Critical Thinking Test (CCTT) level Z is a broadly applied instrument for the measurement of undergraduate, gifted students’ and adults’ critical thinking abilities, however, there is a lack of studies in the literature investigating its factorial structure. The test developers emphasize the interpretation of the test results as a general critical thinking factor, including different cognitive abilities, but also highlight the overlap between the items of the subfactors. The aim of the study is the investigation of internal consistency, the comparison of different factorial structures (unidimensional, correlated, and hierarchical models), and gender invariance testing of the CCTT level Z. Hungarian-speaking undergraduate students participated in the study (N = 825). For the confirmatory factor analysis (CFA) the Mplus version 8.7, with weighted least squares mean and variance adjusted estimation was used. Measurement invariance of the test across genders was analyzed using Muthén’s two-step procedure for dichotomous data. The results indicated that the correlated four-factor and second-order structures of the test exceeded the acceptable model fit criteria. Post hoc inspection was conducted on the second-order four-factor model, indicating a shortened 22-item version of the test (with a general critical thinking factor, including four subfactors: deduction, meaning and fallacies, induction, assumption identification) with excellent fit indices [χ2 (203) = 259.309, CFI = .967, TLI = .963, RMSEA = .018, SRMR = .056]. Configural and scalar invariance of the abbreviated Hungarian version of the test across genders were confirmed. Keywords: critical thinking, undergraduate students, confirmatory factor analysis, measurement invariance"

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Exploring the Relationship between Critical Thinking Skills and Academic Achievement

Cited by 4 publications

References 25 publications

Impact of Critical Thinking Skills on Prospective Teachers’ Academic Achievement

Impact of Critical Thinking Skills on Prospective Teachers’ Academic Achievement

Critical Thinking Skills Development among Secondary School Students: An Analysis of Chemistry Textbook Grade X (2020)

The Comparison of Several Factorial Structures of the Cornell Critical Thinking Test Level Z

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