Abstract
This study was conducted to determine the effect of Cognitive Acceleration Programme on the critical thinking skills of 9th graders. The posttest only non-equivalent control group design was ...used. Two sections of class 9th were selected conveniently for experimentation. There were 80 participants (girls) in the experiment. There were 30 intervention lessons in the experimental classrooms. The posttest was designed based on Cornell Critical thinking test. Test was validated by experts from the Faculty of Education, Allama Iqbal Open University Islamabad. The data were analyzed by the SPSS. The independent sample t-statistics were applied for control and experimental groups separately. The t-value for the comparison of performance of experimental and control group in sub-skills of critical thinking i.e., inference, deduction, assumption, interpretation, and argumentation showed significant difference. The results showed that critical thinking skills can be developed significantly through cognitive acceleration programme. So, the thinking science activities were recommended to science educators to incorporate into the classroom to accelerate critical thinking of students.
Keywords: Cognitive Acceleration, Critical Thinking, Inference, Deduction, Assumption, Interpretation, Argumentation
This study was carried out with the background that Every individual has certain qualities and competencies the differences specially students at higher level existed and functional due to various ...reasons in human beings which directly or indirectly affect their lives, with the objectives (i) to explore the generic competencies possessed by the university students, (ii) to assess the individual differences of University Students, (iii) to measure the relationship between generic competencies and individual differences of students. This was a survey study in nature and the population of the study comprised of 5206 students (2902 male and 2124 female) of nine universities. Universal sampling technique (up-to 10%) was used and the data was collected from the whole population to ensure the effectiveness of the study through two self-developed questionnaires employing Axcel-ANOVA under the SPSS-2018 version with t-test and F-Crit test were used to analyze the data. The Regression was simultaneously applied for both positive r-1 and Negative (R-Square) for difference, as well as, E-views 09 version was supportively used to double check the significance. It was concluded that university students responded 87% positively for the generic response (s) evidenced the individual differences in generic competencies as positively affected the parameters of (a) age of students (b) Understanding the university group tasks, (c) developing competences based on teachers guidance, knowledge including curriculum/syllabi and (d) document based knowledge including ICT and e-learning as well as (e) competence developed for future.
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