Preparatory School Learners’ Level of Critical Thinking Proficiency and Its Correlation with Their Academic Achievement in Ethiopia: The Missing Ingredient

Yohannes Sisay

doi:doi:10.11648/j.ellc.20190402.11

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Preparatory School Learners’ Level of Critical Thinking Proficiency and Its Correlation with Their Academic Achievement in Ethiopia: The Missing Ingredient

Yohannes Sisay

Published in English Language, Literature & Culture (Volume 4, Issue 2)

Received: 19 March 2019 Accepted: 6 May 2019 Published: 3 June 2019

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Abstract

The present study investigated the level of preparatory school learners' critical thinking proficiency and its relation with their academic achievement. To the researchers' best knowledge, there is hardly any documented study exploring the relationship between these constructs among preparatory learners. To attain the purpose of the study, 108 grade 12 preparatory school learners from two sections (53 social science and 55 natural science majors: 56 male and 52 female students) were selected using a simple random sampling technique from Woldia Preparatory School. Data was collected through a critical thinking proficiency test adapted from “Cornell Class-Reasoning Test, Form X” (CCTT) and learners’ previous semester cumulative average. The data was analyzed statistically, employing Descriptive Statistics, Independent-Samples T Test, Pearson product-moment correlation, and linear regression. The results from the descriptive analysis showed that the critical thinking proficiency of preparatory school learners was weak, namely, most students lack critical thinking proficiency at this level. Moreover, the level of critical thinking didn’t vary significantly across majors and gender according to the independent-samples t test analysis. However, results from Pearson product-moment correlation indicated a fairly strong and positive correlation between critical thinking proficiency and academic achievement. The linear regression results also revealed that critical thinking proficiency act as the best predictor of academic achievement. The discussion and implications of the research are further presented with reference to the finding.

Published in	English Language, Literature & Culture (Volume 4, Issue 2)
DOI	10.11648/j.ellc.20190402.11
Page(s)	32-38
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Critical Thinking, Academic Achievement, Predictor, Preparatory School Learners, Proficiency

References

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[14]	Reed, J. H. (1998). Effect of a Model for Critical Thinking on Student Achievement in Primary Source Document Analysis and Interpretation, Argumentative Reasoning, Critical Thinking Dispositions, and History Content in a Community College History Course. [A dissertation]. College of Education, University of South Florida.
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Yohannes Sisay. (2019). Preparatory School Learners’ Level of Critical Thinking Proficiency and Its Correlation with Their Academic Achievement in Ethiopia: The Missing Ingredient. English Language, Literature & Culture, 4(2), 32-38. https://doi.org/10.11648/j.ellc.20190402.11

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Yohannes Sisay. Preparatory School Learners’ Level of Critical Thinking Proficiency and Its Correlation with Their Academic Achievement in Ethiopia: The Missing Ingredient. Engl. Lang. Lit. Cult. 2019, 4(2), 32-38. doi: 10.11648/j.ellc.20190402.11

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AMA Style

Yohannes Sisay. Preparatory School Learners’ Level of Critical Thinking Proficiency and Its Correlation with Their Academic Achievement in Ethiopia: The Missing Ingredient. Engl Lang Lit Cult. 2019;4(2):32-38. doi: 10.11648/j.ellc.20190402.11

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@article{10.11648/j.ellc.20190402.11,
  author = {Yohannes Sisay},
  title = {Preparatory School Learners’ Level of Critical Thinking Proficiency and Its Correlation with Their Academic Achievement in Ethiopia: The Missing Ingredient},
  journal = {English Language, Literature & Culture},
  volume = {4},
  number = {2},
  pages = {32-38},
  doi = {10.11648/j.ellc.20190402.11},
  url = {https://doi.org/10.11648/j.ellc.20190402.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ellc.20190402.11},
  abstract = {The present study investigated the level of preparatory school learners' critical thinking proficiency and its relation with their academic achievement. To the researchers' best knowledge, there is hardly any documented study exploring the relationship between these constructs among preparatory learners. To attain the purpose of the study, 108 grade 12 preparatory school learners from two sections (53 social science and 55 natural science majors: 56 male and 52 female students) were selected using a simple random sampling technique from Woldia Preparatory School. Data was collected through a critical thinking proficiency test adapted from “Cornell Class-Reasoning Test, Form X” (CCTT) and learners’ previous semester cumulative average. The data was analyzed statistically, employing Descriptive Statistics, Independent-Samples T Test, Pearson product-moment correlation, and linear regression. The results from the descriptive analysis showed that the critical thinking proficiency of preparatory school learners was weak, namely, most students lack critical thinking proficiency at this level. Moreover, the level of critical thinking didn’t vary significantly across majors and gender according to the independent-samples t test analysis. However, results from Pearson product-moment correlation indicated a fairly strong and positive correlation between critical thinking proficiency and academic achievement. The linear regression results also revealed that critical thinking proficiency act as the best predictor of academic achievement. The discussion and implications of the research are further presented with reference to the finding.},
 year = {2019}
}

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TY  - JOUR
T1  - Preparatory School Learners’ Level of Critical Thinking Proficiency and Its Correlation with Their Academic Achievement in Ethiopia: The Missing Ingredient
AU  - Yohannes Sisay
Y1  - 2019/06/03
PY  - 2019
N1  - https://doi.org/10.11648/j.ellc.20190402.11
DO  - 10.11648/j.ellc.20190402.11
T2  - English Language, Literature & Culture
JF  - English Language, Literature & Culture
JO  - English Language, Literature & Culture
SP  - 32
EP  - 38
PB  - Science Publishing Group
SN  - 2575-2413
UR  - https://doi.org/10.11648/j.ellc.20190402.11
AB  - The present study investigated the level of preparatory school learners' critical thinking proficiency and its relation with their academic achievement. To the researchers' best knowledge, there is hardly any documented study exploring the relationship between these constructs among preparatory learners. To attain the purpose of the study, 108 grade 12 preparatory school learners from two sections (53 social science and 55 natural science majors: 56 male and 52 female students) were selected using a simple random sampling technique from Woldia Preparatory School. Data was collected through a critical thinking proficiency test adapted from “Cornell Class-Reasoning Test, Form X” (CCTT) and learners’ previous semester cumulative average. The data was analyzed statistically, employing Descriptive Statistics, Independent-Samples T Test, Pearson product-moment correlation, and linear regression. The results from the descriptive analysis showed that the critical thinking proficiency of preparatory school learners was weak, namely, most students lack critical thinking proficiency at this level. Moreover, the level of critical thinking didn’t vary significantly across majors and gender according to the independent-samples t test analysis. However, results from Pearson product-moment correlation indicated a fairly strong and positive correlation between critical thinking proficiency and academic achievement. The linear regression results also revealed that critical thinking proficiency act as the best predictor of academic achievement. The discussion and implications of the research are further presented with reference to the finding.
VL  - 4
IS  - 2
ER  -

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Author Information

Yohannes Sisay

English Language and Literature, Woldia University, Woldia, Ethiopia

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Yohannes Sisay. (2019). Preparatory School Learners’ Level of Critical Thinking Proficiency and Its Correlation with Their Academic Achievement in Ethiopia: The Missing Ingredient. English Language, Literature & Culture, 4(2), 32-38. https://doi.org/10.11648/j.ellc.20190402.11

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Yohannes Sisay. Preparatory School Learners’ Level of Critical Thinking Proficiency and Its Correlation with Their Academic Achievement in Ethiopia: The Missing Ingredient. Engl. Lang. Lit. Cult. 2019, 4(2), 32-38. doi: 10.11648/j.ellc.20190402.11

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AMA Style

Yohannes Sisay. Preparatory School Learners’ Level of Critical Thinking Proficiency and Its Correlation with Their Academic Achievement in Ethiopia: The Missing Ingredient. Engl Lang Lit Cult. 2019;4(2):32-38. doi: 10.11648/j.ellc.20190402.11

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@article{10.11648/j.ellc.20190402.11,
  author = {Yohannes Sisay},
  title = {Preparatory School Learners’ Level of Critical Thinking Proficiency and Its Correlation with Their Academic Achievement in Ethiopia: The Missing Ingredient},
  journal = {English Language, Literature & Culture},
  volume = {4},
  number = {2},
  pages = {32-38},
  doi = {10.11648/j.ellc.20190402.11},
  url = {https://doi.org/10.11648/j.ellc.20190402.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ellc.20190402.11},
  abstract = {The present study investigated the level of preparatory school learners' critical thinking proficiency and its relation with their academic achievement. To the researchers' best knowledge, there is hardly any documented study exploring the relationship between these constructs among preparatory learners. To attain the purpose of the study, 108 grade 12 preparatory school learners from two sections (53 social science and 55 natural science majors: 56 male and 52 female students) were selected using a simple random sampling technique from Woldia Preparatory School. Data was collected through a critical thinking proficiency test adapted from “Cornell Class-Reasoning Test, Form X” (CCTT) and learners’ previous semester cumulative average. The data was analyzed statistically, employing Descriptive Statistics, Independent-Samples T Test, Pearson product-moment correlation, and linear regression. The results from the descriptive analysis showed that the critical thinking proficiency of preparatory school learners was weak, namely, most students lack critical thinking proficiency at this level. Moreover, the level of critical thinking didn’t vary significantly across majors and gender according to the independent-samples t test analysis. However, results from Pearson product-moment correlation indicated a fairly strong and positive correlation between critical thinking proficiency and academic achievement. The linear regression results also revealed that critical thinking proficiency act as the best predictor of academic achievement. The discussion and implications of the research are further presented with reference to the finding.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Preparatory School Learners’ Level of Critical Thinking Proficiency and Its Correlation with Their Academic Achievement in Ethiopia: The Missing Ingredient
AU  - Yohannes Sisay
Y1  - 2019/06/03
PY  - 2019
N1  - https://doi.org/10.11648/j.ellc.20190402.11
DO  - 10.11648/j.ellc.20190402.11
T2  - English Language, Literature & Culture
JF  - English Language, Literature & Culture
JO  - English Language, Literature & Culture
SP  - 32
EP  - 38
PB  - Science Publishing Group
SN  - 2575-2413
UR  - https://doi.org/10.11648/j.ellc.20190402.11
AB  - The present study investigated the level of preparatory school learners' critical thinking proficiency and its relation with their academic achievement. To the researchers' best knowledge, there is hardly any documented study exploring the relationship between these constructs among preparatory learners. To attain the purpose of the study, 108 grade 12 preparatory school learners from two sections (53 social science and 55 natural science majors: 56 male and 52 female students) were selected using a simple random sampling technique from Woldia Preparatory School. Data was collected through a critical thinking proficiency test adapted from “Cornell Class-Reasoning Test, Form X” (CCTT) and learners’ previous semester cumulative average. The data was analyzed statistically, employing Descriptive Statistics, Independent-Samples T Test, Pearson product-moment correlation, and linear regression. The results from the descriptive analysis showed that the critical thinking proficiency of preparatory school learners was weak, namely, most students lack critical thinking proficiency at this level. Moreover, the level of critical thinking didn’t vary significantly across majors and gender according to the independent-samples t test analysis. However, results from Pearson product-moment correlation indicated a fairly strong and positive correlation between critical thinking proficiency and academic achievement. The linear regression results also revealed that critical thinking proficiency act as the best predictor of academic achievement. The discussion and implications of the research are further presented with reference to the finding.
VL  - 4
IS  - 2
ER  -

Copy | Download