Open AccessExploring the Relationship between Critical Thinking Skills and Academic Achievement
Author(s) -
Uzma Shahzadi,
Nimmi,
Itbar Khan
Publication year - 2020
Publication title -
sir syed journal of education and social research
Language(s) - English
Resource type - Journals
eISSN - 2706-8285
pISSN - 2706-6525
DOI - 10.36902/sjesr-vol3-iss1-2020(236-242
Subject(s) - mathematics education , critical thinking , academic achievement , test (biology) , sample (material) , psychology , sample size determination , population , sampling (signal processing) , positive correlation , mathematics , medicine , statistics , engineering , biology , paleontology , chemistry , filter (signal processing) , chromatography , electrical engineering , environmental health
The present study investigated the correlation of critical thinking skills (CTS) and academic achievement of intermediate students in the province of Punjab, Pakistan. The study was quantitative. The population of the study comprised all the students enrolled for intermediate in the province of the Punjab. Multistage sampling technique was used to select a sample size of 300. CTS test scores were obtained from a self-developed multiple-choice test having dimensions of analysis, evaluation, and logic. Scores of the academic achievement was obtained from the selected sample. It was found that the majority of students at intermediate level performed low on analysis, evaluation, and logic dimensions of the critical-thinking skills. The study also revealed that there was a significant positive relationship between CTS and academic achievement of students at the intermediate level. The study recommends introducing teacher guides for teaching CTS at the intermediate level. The study also recommends introduction of continuous assessment procedures for the development of the CTS in students at the intermediate level.