Impact of Critical Thinking Skills on Prospective Teachers’ Academic Achievement

Abstract

The study intention was to find the impact of critical thinking skills (CTS) on prospective teachers’ academic achievement. The method of the study was quantitative with correlation research design. The sample of the study was 113 prospective teachers using convenience sampling from three departments of teacher education institutions. To assess the Critical Thinking skills of prospective teachers, test was developed by the research comprised of five dimensions i.e. analyzing, assumption, deduction, inferences and interpreting information. Eight statements for each dimension required 40 minute to solve. Psychometric properties i.e. Reliability and validity of test was insured by applying Cronbach alpha which was 0.72. The study results reflect that level of critical thinking skills in prospective teachers were not up to mark (Mean=55.59%), the association amongst CTS and academic achievement was significant and moderate (r=0.365). It is recommended that administrators of teacher education programs should provide opportunities to educators to promote CT skills in prospective teachers.