Comparing the influence of critical thinking on the academic performance of two secondary education boards in Pakistan

Abstract

The practise of critical thinking has superseded more traditional forms of learning, such as rote memorising. It is essential for 21st century students to involve in critical thinking with other skills such as to be creative, to work collaboratively, and to reflect and make decisions effectively. Students under different boards of education in Pakistan perform differently. The purpose of this research was to evaluate the academic performance of students from AKU-EB and the Board of Secondary Education, Karachi, who were able to demonstrate critical thinking skills. One hundred students were chosen at random from four different schools in Karachi, including representation from two AKU Board and two Karachi Secondary School Board institutions. The study utilised a causal-comparative research design, and the skill of critical thinking was the variable that was investigated for which questionnaires and interviews were utilised. Critical thinking skill was further subdivided into sub variables such as problem solving, decision-making, reflective-thinking, reasoning, and inquiry-learning skills, and the effects of these skills on students’ academic performance were investigated. The data were subjected to statistical analysis. The Chi-Square test was applied to examine the validity of five different null hypotheses. It is hoped that this study would contribute to education by illuminating the ways in which various educational boards encourage or discourage the use of critical thinking among their students. Its goal was to contribute to the educational literature of Pakistan.