The Relationship between Critical Thinking Skills, Portfolio Models and Academic Achievement of Moroccan Midwifery Students

Abstract

The present study investigates the relationship between critical thinking skills and portfolio models and academic achievement among midwifery students. Design: A mixed method was followed for this study. A cross-sectional study was used for reporting the results of the California critical thinking skills test (CCTST). In addition, a focus group while following the COREQ guideline to establish the categorization of portfolios. Method: the research sample consisted of 41 students, 48.78 % were registered in the third semester, and 51.21% were in the sixth semester. The CCTST was used to measure critical thinking skills (CTS). A focus group of six teachers was used to develop a classification of portfolio models. The data was analyzed using Chi-Square, and ANOVA. Results: The CCTST and all subscales are highly reliable. Age and educational level were significant variables for the portfolio models, and (CTS). Relationships were also found between the midwifery student’s portfolios models and their CCTST overall scores. Moreover, the students with the highest scores in (CTS) had portfolio Toast Rack design. Conclusion: CCTST showed good validity and reliability for Moroccan midwifery students, and can be used to inform on portfolios design. Validation with large and diverse samples is recommended. It is suggested that instructors consider the dominant portfolio design of each level and use appropriate teaching methods.
 
 Received: 21 June 2022 / Accepted: 16 August 2022 / Published: 2 September 2022