Examining the Relationship between Critical Thinking Skills and Argumentative Writing Skills in Moroccan Preparatory Classes of Higher Engineering Schools (CPGE)

Mounir Beniche,Khadija Anasse,Mohammed Larouz

doi:10.32996/ijllt.2021.4.9.19

Abstract

This research was conducted to investigate the relationship between two variables: critical thinking skills and argumentative writing skills in Moroccan Preparatory Classes of Higher Engineering Schools (Classes Préparatoires aux Grandes Ecoles) ( CPGE), Omar Ibn Khattab Meknes . The participants were the 2nd year Maths and Physics (MP) students in CPGE, Omar Ibn Al Khattab Meknes. 60 students participated in the study from a total number of 120 students. The research adopted the correlation design to measure the degree of association between two variables using the statistical procedure of correlation analysis. In this regard, a critical thinking test (AssessmentDay Practice Test Experts, 2018) was administered to test students’ critical thinking skills. Then, the students were asked to write an argumentative essay about social networking and creativity. To analyse the collected data, the study resorted to SPSS software (Statistical Package for the Social Science, version 23). Pearson’s correlation coefficient was used to investigate the significant relationship between critical thinking skills and argumentative writing. The result of the research displayed that the correlation coefficient is 0. 941, which means that the two tests are positively correlated and the correlation is very significant. The result of such correlation displayed clearly that critical thinking and argumentative writing have a positive relation.

Highlights

1 The goal of tertiary education in the 21st century is not displaying information and knowledge through lecturing but rather creating contexts for interactions, questioning, debating to sharpen students’ thinking skills
The results revealed that the majority of participants (41) are quite good, only 7 participants are below the average, while 12 participants are very good in argumentative writing
This research study aimed to examine the relationship between critical thinking and argumentative writing among Moroccan CPGE students

Summary

Introduction

1 The goal of tertiary education in the 21st century is not displaying information and knowledge through lecturing but rather creating contexts for interactions, questioning, debating to sharpen students’ thinking skills. Technology and social networking offer easy access to a flood of data in different disciplines, and students can get them by themselves. Should go beyond data lecturing and offer a learning environment in which the role of the professor is a monitor, facilitator involving students to have a say in the displayed knowledge through inquiries, analysis and synthesis. Self-centred learning involves students in the learning process to be not just consumers of the offered courses but rather active participants in their construction. Unlike traditional knowledge acquisition, students, often in teams, are assisted to become the creators rather than merely the consumers of new knowledge (p.23)

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