The Relationship between Critical Thinking and Achievement among Middle School Students in Makkah
DOI:
https://doi.org/10.36473/ujhss.v61i4.1945Keywords:
critical thinking, school performance, third intermediate stage StudentsAbstract
The current study aimed to measure the level of critical thinking skills among the third intermediate grade female students in Makkah, and to determine its correlative relationship with achievement. To achieve this aim; the Researcher followed the descriptive Relational approach. The study used tool Test Watson & Glaser test for critical thinking, after ensuring its validity and reliability on a random sample of (704) female students.
The results of the study showed grade weakness of the critical thinking (Interpretation, Deducting, Evaluation Argument) each skill separately and skills as a whole among the third intermediate grade female students in Makkah and found a positive relationship between critical thinking and achievement, in addition to the presence of statistically significant differences at the level of significance (0.05) in the level of critical thinking among the third intermediate grade students due to the variable achievement in favor of high-achieving students.
Based on the results, the researcher presented several recommendations; the need to pay attention to activating the critical thinking course in a more effective way to prepare the personality capable of thinking, criticism, and analysis, improving the educational environment in the middle school and enriching it with the necessary resources to motivate the practice of thinking.
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