Impact of Critical Thinking Skills on Prospective Teachers’ Academic Achievement

Abstract

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.

The Relationship between Critical Thinking Skills and Quantitative Reasoning among Junior Secondary School Students in Nigeria

“…Besides, this study has shown that there was a positive and significant association amid QR achievement and CT skills amongst the study participants. This finding expressively concurred with the findings of some researchers (Okunuga, Awofala & Osarenren, 2020;Abbasi & Izadpanah, 2018;Ali & Awan, 2021;Kanbay, Işik, Aslan, Tektaş, & Kiliç, 2017;Kanwal, & Butt, 2021;Musa, 2020;Pozhhan, Goodarzi, & Roozbehani, 2019;Shirazi, & Heidari, 2019;Vierra, 2014;Ross, Leoffler, Schipper, Vandermeer, & Allan, 2013;Ghanizadeh, 2017;Jacob, 2012;Taghva, Rezaei, Ghaderi, & Taghva, 2014) that a significant relationship exists between critical thinking and educational performance. Nonetheless, this outcome disagreed with the results of others who had found no statistically momentous relationship between CT and educational outcome (Doleck, Bazalais, Lemay, Saxena, & Basnet, 2017;Bakhshi & Ahanchian, 2013).…”

“…The existing works have exposed inconsistent outcomes regarding the relationship amid critical thinking and educational performance in which some researchers have revealed very robust association (Okunuga, Awofala & Osarenren, 2020;Ali & Awan, 2021;Kanbay, Işik, Aslan, Tektaş, & Kiliç, 2017;Kanwal, & Butt, 2021;Musa, 2020;Pozhhan, Goodarzi, & Roozbehani, 2019;Shirazi, & Heidari, 2019;Vierra, 2014;Ross, Leoffler, Schipper, Vandermeer, & Allan, 2013;Ghanizadeh, 2017) while other researchers have found no relationship (Doleck, Bazalais, Lemay, Saxena, & Basnet, 2017;Bakhshi & Ahanchian, 2013). In the context of Nigeria, there is a proof of little research done regarding the association amid scholastic performance and CT (Okunuga, Awofala & Osarenren, 2020;Chukwuyenum, 2013) notwithstanding the importance of CT in learners' performance in any course.…”

Inquiry vs. Inquiry-Creative: Emphasizing Critical Thinking Skills of Prospective STEM Teachers in the Context of STEM Learning in Indonesia

“…Nonetheless, critical thinking training can be started for prospective teachers, so in their professional career, they can train their students effectively. However, a recent study showed concern about the poor critical thinking performance of prospective science teachers [12]. For sustainable development, effective teaching innovations need to be implemented.…”