Relation of Organization and Critical Thinking Learning Strategy with Students’ Academic Performance at the University of Loralai, Balochistan, Pakistan

Abstract

The current study intends to investigate the relationship between students' academic performance in the Department of Education at the University of Loralai, Balochistan, and the organization and critical thinking learning strategy. This quantitative study used a sample of 300 randomly selected students from the University of Lorelai's Department of Education in Balochistan. Using a legitimate and standardized MSLQ questionnaire as a data collection method, the study employed a correlation research design. Two sections of the questionnaire were distributed: one for the study and the other for the demographics. The study portion examined the relationship between students' academic performance and the organization and critical thinking learning strategies. The demographic section contained information about the students at the aforementioned university. Gender, marital status, location, age in years, number of students in class, study program, academic year, university name, department name, and GPA were among the demographic data that were measured. The current researchers employed correlational analysis to look at the relationship between students' academic performance and organization and critical thinking learning style. The current study's findings demonstrated that both organization and critical thinking learning methodologies have the least favorable impact on University of Loralai students' academic performance. This study concludes that students' academic performance at Loralai University was somewhat improved by both organization and critical thinking learning methodologies. The discussion included implications and suggestions for additional research.