The Relationship Between Critical Thinking, its Subscales and Academic Achievement of English Language Course: The Predictability of Educational Success Based on Critical Thinking

Abstract

Among the factors  influencing  students’ educational  performance  of  English  language course, critical thinking is thought to be of crucial  importance. Thus, the  present study set out to explore the relationship between critical thinking, its  subscales and  English language achievement. Also, the predictability of English language proficiency based on critical thinking was investigated. The statistical  population  included all eleventh grade female students in district one of Zanjan city in the academic year of 2018-2019 with1400 people. The statistical sample was300 people based on Cochran’s  formula. A multi-stage  random  sampling  method was used to select the participants. The  design of  the study  was ex-post facto  design. The California  Critical Thinking Skills Test, Form B was  used  to assess students’ critical thinking ability. The  participants’ scores of English language  course  at the end of the  first  semester were considered as  a criterion for their English language proficiency. The results of the correlation analyses revealed that critical thinking and its subscales  correlated  significantly with academic achievement (p=0.0). Also, based on regression tests, it  was  revealed that  English language proficiency is predictable based on critical thinking. The  findings of  this study  would be  beneficial for  students, teachers, schools  and  educational officials.

Keywords

• Academic achievement,Critical thinking,Predictability

The Relationship Between Critical Thinking, its Subscales and Academic Achievement of English Language Course: The Predictability of Educational Success Based on Critical Thinking

Öz

Among the factors  influencing  students’ educational  performance  of  English  language course, critical thinking is thought to be of crucial  importance. Thus, the  present study set out to explore the relationship between critical thinking, its  subscales and  English language achievement. Also, the predictability of English language proficiency based on critical thinking was investigated. The statistical  population  included all eleventh grade female students in district one of Zanjan city in the academic year of 2018-2019 with1400 people. The statistical sample was300 people based on Cochran’s  formula. A multi-stage  random  sampling  method was used to select the participants. The  design of  the study  was ex-post facto  design. The California  Critical Thinking Skills Test, Form B was  used  to assess students’ critical thinking ability. The  participants’ scores of English language  course  at the end of the  first  semester were considered as  a criterion for their English language proficiency. The results of the correlation analyses revealed that critical thinking and its subscales  correlated  significantly with academic achievement (p=0.0). Also, based on regression tests, it  was  revealed that  English language proficiency is predictable based on critical thinking. The  findings of  this study  would be  beneficial for  students, teachers, schools  and  educational officials.

Anahtar Kelimeler

• Academic achievement,Critical thinking,Predictability

References

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