Comparative analysis on the critical

thinking skills of the students from JHS

& SHS as influenced by the shifting of
classes.
 CHAPTER 1

A. Background Study

They believe that education means teaching how to think critically. Higher education
has a critical role as a student is to engage in academic activities using different forms
of thinking skills. Today, after reading, writing, and mathematics, critical thinking is
known as the fourth critical element in Education which has found its position in every
curriculum in order to improve the quality of education. (Mahbobi M, 2013)

Critical thinking is the focal point missed in many students’ educations. Students are
taught memorization with little time left for the development of critical thinking skills
which allows for a deeper understanding and a richer experience. Learning ask
appropriate questions and deduce information in order to build a deeper connection to
the information is imperative (Tammy Brien, 2013).

The lack of critical thinking skills utilized within the time greatly diminishes the students’
chance for success (Irfaner, 2011).

As today The main purpose of shifting school is to increase the supply of school places
while limiting strain on budget. Introduction of shifting schools allows a single set of
buildings and facilities to server more pupils. This may be especially important in urban
areas, where land is scarce and buildings are expensive. The development of critical
thinking skills is so important that some scholars believe that the major goal of having
academic education is developing such skills. (UKessays, 2017).

Critical thinking is known as a cognitive activity for the aim of perception and evaluation
of findings, as well as phenomena on the basis of skills, such as reasoning and
analysis. This is a comparative study to determine level of critical thinking skills of Junior
high student and compare them to the skills of senior high students influenced by
shifting classes.
B. Statement of the problem

This demonstrates the important role of critical thinking, which needs more thorough
investigation. This is more significant in the case of the comparison between junior and
senior high students in their critical thinking skills influenced by shifting classes.

Specifically, this research wants to answer the following question:

I. Why critical thinking skills of junior and senior high student will be influenced by
shifting classes?
II. What will be the cause of shifting class toward the critical thinking skills of the
student?
III. Do the shifting class affect the critical thinking skills of students in junior and
senior high?

IV. What will be the advantage and disadvantage of morning shift and afternoon shift
of the student in junior and senior high student?
V. who will be the upper one towards in critical thinking skills influenced by shifting
classes?
C. Significance of the study

This study conducted by the researchers to provide an answer to a

certain problem. To give a concrete and precise solution to this problem, the
researchers conduct this research so, some people can benefit from the result of this
study. The following are the beneficiaries of this study.

To the Students:

To the student for them to take aim there critical thinking skill influenced
by shifting classes.

To the Teachers:

To the teachers so they can know the disadvantages and advantages

of shifting classes in junior high students compared to senior high students

To the School Administrator:

So they can implement a time plan that can junior and senior high
maintain their critical thinking skills influenced by shifting classes
D. Scope & Limitations

The purpose of the study is to compare the critical thinking skills

of the senior high and junior high students influenced by shifting classes in
Guinsorungan National High School, and the topic that the researches discuss here is
all about this comparative study to determine the level of critical thinking skills of Junior
high student and compare to the senior high students influenced by shifting classes of
the school year 2019-2020

E. Definitions of Terms

Critical thinking – is the analysis of facts to form a judgment. The subject is complex,
and several different definitions exist, which generally include the rational, skeptical,
unbiased analysis, or evaluation of factual evidence.

Diminishes - make or become less.

Shifting - changing, especially unpredictably.

Scarce– insufficient for the demand.

Influence - the capacity to have an effect on the character, development, or behavior of

someone or something, or the effect itself.

Comparative - involving comparison between two or more branches of science or

subjects of study.
Imperative - giving an authoritative command; peremptory.
F. Conceptual Framework
 Result & Recommmendation

Comparative analysis

F F
e e
e e
d d
b b
a a
Critical Thinking skills Shifting of classes
c c
k k

Junior and Senior high

Students in Guinsorungan
National High School
S.Y. 2019-2020

CHAPTER 2
Review of Related Literature

A Comparative Study of Critical Thinking Skills and Critical Thinking Dispo-sition in

Veteran and Non-Veteran Students
 Mahbobi M.1PhD, Jafarian Jazi M.2MSc, Khorasani E.2MSc

1Kermanshah University of Medical Sciences, Kermanshah, Iran

2Faculty of Management and Medical Informatics, Isfahan University of Medical Sciences, Isfahan, Iran

Abstract

Aims:

Today critical thinking is regarded as the main output of higher education in any
country.The aim of this study was to compare critical thinking skills and critical thinking
disposition inveterans and non-veteran students in Gilan-e-Gharb and Ghasr-e-Shirin
from September 2010 untilFebruary 2011.

Methods:

This comparative study was performed on 80 veteran and non-veteran students in

Gilan-egharb and Ghasreshirin Islamic Azad University. Data was collected by the
California CriticalThinking Skills questionnaire and the California Critical Thinking
Disposition questionnaire.

Results:

The mean score and standard deviation of critical thinking skills were 12.45 ± 2.12
innon-veteran students and 12.12± 2.51 in veteran students. The mean score and
standard deviationof critical thinking disposition were 262.34 ± 25.64 in non-veteran
students and 278.46 ± 20.17 inveteran students. The mean score of critical thinking
dispositions between non-veteran and veteranstudents showed a significant difference
in truth component (p=0.001) and veterans had more pos-itive trends in growth and
curiosity components.

Conclusion:

Considering the results of the study, policy makers and authorities must devote
moretime and attention to developing critical thinking dispositions in their educational
programs.

Keywords:

Critical thinking; Veterans; California Critical Thinking Disposition

Questionnaire;California Critical Thinking Skills Questionnaire

Introduction

Future belongs to societies which prepare themselves for learning [1]. The job market is
getting more difficult for the university graduates. Employers look for educated
employees who are innovative and creative enough to solve their problems. They are
seeking employees who have the ability to gather information, analyze it, organize it,
come up with the right conclusion, and provide feedback on the process. All these skill
are the building blocks in critical thinking [2]. The development of critical thinking skills is
so important that some scholars believe that the major goal of having academic
education is developing such skills [3]. They believe that education means teaching
how to think critically [4].Higher education has a critical role in a society’s development,
and one of its main objectives is to train individuals who can engage in academic
activities using different forms of thinking skills [5-6]. Today, after reading,writing, and
mathematics, critical thinking is known as the fourth critical element in education which
has found its position in every curriculum in order to improve the quality of education. It
is also regarded as a must in most academic programs [5,7].Critical thinking has two
dimensions: critical thinking skills and critical thinking disposition. While the first
dimension emphasizes on cognitive strategies, the second dimension focuses on the
attitudinal elements and the internal motives for problem solving. Critical thinking skills
are kind of cognitive skills by nature. An ideal critical thinker must possess such skills.
In fact, calling someone ‘an ideal critical thinker’ is not possible without first checking his
or her approach to life, questions, and problems. Without a positive attitude toward
critical thinking, critical thinking never occurs or if it does, it is below the standard levels.
As such, having a tendency for critical thinking is a critical part of critical thinking
[8,10].There have been a number of studies on critical thinking skills in nursing and
midwifery students in Iran. Baba Mohammad I And Kha lili found junior and senior
nursing students’ critical thinking skills to be higher than those of nursing freshman and
sophomore students. They also emphasized the role of universities in developing such
skills [11].Bahmanpoor [12] studied the effect of teaching on method of problem base
learning and critical thinking skills, critical thinking factors, attitude and behavior of
nursing students at Tehran University of Medical Sciences. He observed a significant
difference between the treatment and control group in their critical thinking skills after
the instruction [12].All this demonstrates the important role of critical thinking, which
needs more thorough investigation. This is more significant in the case of the
comparison between veterans and others because in the western part of Iran (asin
Gilan-e-Gharb and Ghasr-e-Shirin), veterans constitute the majority of university
students. As such, the identification of variables affecting their learning and education is
of ut-most importance. The present study was an attempt to compare the critical
thinking skills and disposition in veteran and non-veteran students in that part of Iran.

Methods

In this cross-sectional study, critical thinking skills and critical thinking disposition were
examined in veteran and non-veteran stu dents. The population of the study included all
those studying at AA level at Azad University in Gilan-e-Gharb and Ghasr-e-Shirinin the
second semester in 2010. The sample consisted of 80 participants with 40 in each
group. The mean age of the participants was20.42. There were 38 female (47.5%) and
42male (52.5%) participants .After forming each group, the purpose and nature of the
study and the way they were supposed to answer the questions in the study was
explained to the participants. All participants had already expressed their consent for
taking part in the study. For those participants to whom the researchers did not have
direct access, a brochure explaining the needed in-formation on how to complete the
questionnaire was prepared and given to them.

The data collection apparatus consisted of 3questionnaires; a questionnaire checking

participants’ demographical information, California Critical Thinking Skills
questionnaire(form B), and California Critical Thinking Disposition questionnaire. The
California Critical Thinking Skills(CCTS) questionnaire consists of 34 multiple-choice
questions with 3 subscales checking respondents’ inference, deduction, and evaluation.
According to the questionnaire manual, participants should complete in 45minutes. The
test questions cover different topics, with most questions combining con-tent with
reasoning .The California Critical Thinking Disposition(CCTD) questionnaire consists of
75 items in the form of a 6 point Likert scale ranging from ‘completely disagree’ to
‘completely agree.’ There were seven subscales in CCTD questionnaire: truth-seeking
(12 items),open-mindedness (12 items), analyticity (11items), organizing (11 items),
self-confidence (9 items), and maturity (10 items), and curiosity (10 items). The validity
and reliability of this test has been demonstrated many times in previous studies
[13,14]. A score of350 or above represents a strong disposition,a score between 280
and 300 shows positive inclination, a score between 211 and 279 rep-resents
ambivalence, and a score below 210shows a negative tendency in the respondents. For
each subscale, a score above 50means a strong positive tendency, 40-50means
positive inclination, 31-39 means am-bivalence, and a score below 30 means negative
tendency [13].For the purpose of data analysis, aMANOVA was performed between the
two groups with an α set at 0.05 using SPSS 15.0.

Chapter 3

Methodology
INTRODUCTION

This chapter presents the methods to be used in the study. It describes the research
design, participants, research instruments, data collection procedure and the statistical
treatment.

Research Design

The research design adopted for this study is survey. This design is considered
because it enables the researcher to generate data through the data collection
procedure based on highly structured research instruments and well defined study
concept and related variables.

Participants

The population in this study is the Junior high school & Senior high school students in
Guinsorongan National School. The total population comprised 796 junior high school
students & 453 senior high school students in total of 1,249 students in Guinsorongan
National High School.

Sampling Technique

The researchers will use Convenient Sampling in this study due to the wide population.
The researchers will be choosing the participants who are available at that time to give
answers to the problem.

Research Instruments

This study utilized through giving a pieces of survey questionnaire to the Junior high
school & Senior high school students of Guinsorongan National High School to gather
information related to the Comparative Analysis on the Critical Thinking Skills of Junior
high school & Senior high school students as influenced by the shifting of classes.

Procedure of Data Gathering

The data is gathered through giving questionnaire to the Junior high school & Senior
high school students. The main purpose of the questionnaire is to gather information
about the Comparative Analysis on the Critical Thinking Skills of Junior high school &
Senior high school students as influenced by the shifting of classes. The researchers
personally gives a piece of questionnaire to the respondents in order to give instruction
about answering the questions.

After the draft of questionnaire formulated, the researchers should submit for expect
validation by consulting to the research teachers, expert teachers and professional to
ensure the validation of their research study.

Statistical Treatment

To interpret the gathered data the researchers will use the average weighted mean, to
describe the obtained results of the study.