Developing Critical Thinking Skills among Prospective Teachers through Teaching Educational Research Course: A Quasi Experimental Approach

Abstract

The study aims to develop critical thinking skills among prospective teachers. The study was experimental in nature; quasi experimental approach was used to conduct the study. The population of the study was prospective teachers studying at master level. Sample of the study was 73 prospective teachers enrolled in the educational research course in two groups. The first was labeled as the control group, while one was labeled as the experimental group. To assess the critical thinking skills of prospective teachers test was developed by the research using guidelines of Watson and Glaser test. Test was consisted of five dimensions i.e. analyzing, assumptions, deduction, and inference and interpreting information. Cronbach's alpha determined the test's reliability to be 0.80. Intervention was consisted of 10 lessons related to educational research course. The prospective teachers performed well in analyzing, Assumptions, deduction and overall CTS in post-test as compare to pre-test. There was statistically noteworthy the variation between the or before as well as post-test grades of Inference and interpreting. The critical thinking skills are essential element to compete 21st century challenges. Prospective teachers have to face many educational challenges to improve students learning, it is necessary that they should be prepared with CTS either to infuse through separate curriculum or embed with existing curriculum.