The Effect of Cognitive Acceleration Programme on Critical Thinking of Science Students at Secondary Level

  • Shazia Sarwar Allama Iqbal Open University Islamabad
  • Muhammad Samiullah Department of ECE&ETE, Allama Iqbal Open University Islamabad
  • Fazal-ur-Rahman Department of ECE&ETE, Allama Iqbal Open University Islamabad
DOI: https://doi.org/10.35993/ijitl.v7i2.1516

Abstract

This study was conducted to determine the effect of Cognitive Acceleration Programme on the critical thinking skills of 9th graders. The posttest only non-equivalent control group design was used. Two sections of class 9th were selected conveniently for experimentation. There were 80 participants (girls) in the experiment. There were 30 intervention lessons in the experimental classrooms. The posttest was designed based on Cornell Critical thinking test. Test was validated by experts from the Faculty of Education, Allama Iqbal Open University Islamabad. The data were analyzed by the SPSS. The independent sample t-statistics were applied for control and experimental groups separately. The t-value for the comparison of performance of experimental and control group in sub-skills of critical thinking i.e., inference, deduction, assumption, interpretation, and argumentation showed significant difference. The results showed that critical thinking skills can be developed significantly through cognitive acceleration programme. So, the thinking science activities were recommended to science educators to incorporate into the classroom to accelerate critical thinking of students.

Keywords: Cognitive Acceleration, Critical Thinking, Inference, Deduction, Assumption, Interpretation, Argumentation

Author Biographies

Shazia Sarwar, Allama Iqbal Open University Islamabad

M. Phil Scholar (Education) AIOU Islamabad

Fazal-ur-Rahman, Department of ECE&ETE, Allama Iqbal Open University Islamabad

Associate Professor (ECE&ETE), Allama Iqbal Open University Islamabad (Pakistan)

Published
2021-12-31
Issue
Vol. 7 No. 2 (2021): International Journal of Innovation In Teaching And Learning (IJITL)
Section
Articles

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International