Critical Thinking Magnificence in Teaching Reading Comprehension

Mustafa Mohamed Ahmed Younis

doi:doi:10.11648/j.tecs.20180304.12

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Critical Thinking Magnificence in Teaching Reading Comprehension

Mustafa Mohamed Ahmed Younis

Published in Teacher Education and Curriculum Studies (Volume 3, Issue 4)

Received: 17 November 2018 Accepted: 13 December 2018 Published: 17 January 2019

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Abstract

This study tries to investigate the impact of using critical thinking in teaching reading comprehension on the secondary students' ability to read critically about every textbook issue in particular and further to find out about life needs in general. The study focuses on achieving five goals among which: to recognize the significant difference of knowledge between students who are taught critically and those who aren’t. The method to collect data involved two tools. A questionnaire distributed to secondary English teachers (n=70) all over the tripartite capital of Sudan among them were some English native speakers. The second tool was pretest & posttest which carried out to the 3^rd grade secondary students (n=30). During this period, interventions were put into place to teach participants how to evaluate, analyze, and synthesize texts instead of keeping rote learning. Statistical systems of SPSS and T-test were used in analyzing data. On the base of analysis, findings indicated that the use of critical thinking in teaching would highly improve students’ abilities to think within a discipline and moreover, provide a powerful incentive to look more closely at possible consequences of integrating this model more widely into educational curricula. Due to findings it was recommended that ministry of education should guide schools and institutes to adopt the use of critical thinking in teaching school materials chiefly in high levels.

Published in	Teacher Education and Curriculum Studies (Volume 3, Issue 4)
DOI	10.11648/j.tecs.20180304.12
Page(s)	39-45
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Critical Thinking, Critical Reading, Transfer of Learning, Active Learning

References

[1]	Halpern, (1998: pp, 449 – 455) Assessing the effectiveness of critical thinking Instruction. Aiken, 1997. Openness to Experience and Intellect Differentially Predict Creative Achievement in the Arts and Sciences. pp, 166-169.
[2]	Ennis, R. H. (1992). The degree to which critical thinking is subject specific: Clarification and needed research. In S. P. Norris (Ed.), The generalizability of critical thinking (pp. 21-37). New York: Teachers College Press.
[3]	Paul, (1993: p, 91) Critical Thinking: What every person needs to survive in a rapidly changing world -Santa Rosa, CA, Foundation for Critical Thinking.
[4]	Facione, (1984: pp, 253-261) Toward a theory of critical thinking as a problem solving technique.
[5]	Kuhn, (1999), The impact of critical thinking skills on reading comprehension -Journal of Language Teaching Kuhn, (1999: pp, 867-874).
[6]	Glaser, R. (1984: pp, 93-104). Education and thinking: The role of knowledge with The use of problem thinking - American Psychologist).
[7]	Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), what research has to say about reading instruction (3rd ed.) (pp. 205-242). Newark, DE: International Reading Association).
[8]	Clark, & Voogel, (1985: pp, 113–125) Transfer of training principles for instructional design. Educational Communications and Technology Journal.
[9]	Yu J & Cooper H (1983). A quantitative review of research design effects on response rates to questionnaires. Journal of Marketing Research, 20, pp. 36-44 Survey Research Practice.
[10]	Cooper H (1983). A quantitative revision of research design effects on regard rates to questionnaires. 1983: pp, 36-44 Survey Research Practice.
[11]	Fogarty & Bellanca, (1995). Cognition in practice for the learner centered classroom. pp, 73-100.
[12]	Halpern, D. F. (1998). Teaching critical thinking for transfer across domains. (1998: pp, 449-455).
[13]	Milambiling, Joyce, “Going Beyond the Native Speaker in Language Teaching” How Nonnative Speakers as Teachers Fit into the Equation, (pp. 324- 328).
[14]	Florida International University 1996: Effects of teaching and learning style on students’ reflection levels for ubiquitous learning. pp, 57- 147.
[15]	Ritchhart, R, Turner, T, & Hadar, L. 2009, p. 145-159 uncovering students' thinking about thinking using concept maps. Metacognition and Learning).
[16]	FH Van Eemeren, R Grootendorst, RH Johnson- 2015 - taylorfrancis.com Argumentation theory is a multidisciplinary field of critical thinking inquiry.

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Mustafa Mohamed Ahmed Younis. (2019). Critical Thinking Magnificence in Teaching Reading Comprehension. Teacher Education and Curriculum Studies, 3(4), 39-45. https://doi.org/10.11648/j.tecs.20180304.12

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Mustafa Mohamed Ahmed Younis. Critical Thinking Magnificence in Teaching Reading Comprehension. Teach. Educ. Curric. Stud. 2019, 3(4), 39-45. doi: 10.11648/j.tecs.20180304.12

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Mustafa Mohamed Ahmed Younis. Critical Thinking Magnificence in Teaching Reading Comprehension. Teach Educ Curric Stud. 2019;3(4):39-45. doi: 10.11648/j.tecs.20180304.12

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@article{10.11648/j.tecs.20180304.12,
  author = {Mustafa Mohamed Ahmed Younis},
  title = {Critical Thinking Magnificence in Teaching Reading Comprehension},
  journal = {Teacher Education and Curriculum Studies},
  volume = {3},
  number = {4},
  pages = {39-45},
  doi = {10.11648/j.tecs.20180304.12},
  url = {https://doi.org/10.11648/j.tecs.20180304.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20180304.12},
  abstract = {This study tries to investigate the impact of using critical thinking in teaching reading comprehension on the secondary students' ability to read critically about every textbook issue in particular and further to find out about life needs in general. The study focuses on achieving five goals among which: to recognize the significant difference of knowledge between students who are taught critically and those who aren’t. The method to collect data involved two tools. A questionnaire distributed to secondary English teachers (n=70) all over the tripartite capital of Sudan among them were some English native speakers. The second tool was pretest & posttest which carried out to the 3rd grade secondary students (n=30). During this period, interventions were put into place to teach participants how to evaluate, analyze, and synthesize texts instead of keeping rote learning. Statistical systems of SPSS and T-test were used in analyzing data. On the base of analysis, findings indicated that the use of critical thinking in teaching would highly improve students’ abilities to think within a discipline and moreover, provide a powerful incentive to look more closely at possible consequences of integrating this model more widely into educational curricula. Due to findings it was recommended that ministry of education should guide schools and institutes to adopt the use of critical thinking in teaching school materials chiefly in high levels.},
 year = {2019}
}

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TY  - JOUR
T1  - Critical Thinking Magnificence in Teaching Reading Comprehension
AU  - Mustafa Mohamed Ahmed Younis
Y1  - 2019/01/17
PY  - 2019
N1  - https://doi.org/10.11648/j.tecs.20180304.12
DO  - 10.11648/j.tecs.20180304.12
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
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PB  - Science Publishing Group
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UR  - https://doi.org/10.11648/j.tecs.20180304.12
AB  - This study tries to investigate the impact of using critical thinking in teaching reading comprehension on the secondary students' ability to read critically about every textbook issue in particular and further to find out about life needs in general. The study focuses on achieving five goals among which: to recognize the significant difference of knowledge between students who are taught critically and those who aren’t. The method to collect data involved two tools. A questionnaire distributed to secondary English teachers (n=70) all over the tripartite capital of Sudan among them were some English native speakers. The second tool was pretest & posttest which carried out to the 3rd grade secondary students (n=30). During this period, interventions were put into place to teach participants how to evaluate, analyze, and synthesize texts instead of keeping rote learning. Statistical systems of SPSS and T-test were used in analyzing data. On the base of analysis, findings indicated that the use of critical thinking in teaching would highly improve students’ abilities to think within a discipline and moreover, provide a powerful incentive to look more closely at possible consequences of integrating this model more widely into educational curricula. Due to findings it was recommended that ministry of education should guide schools and institutes to adopt the use of critical thinking in teaching school materials chiefly in high levels.
VL  - 3
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Author Information

Mustafa Mohamed Ahmed Younis

Department of Private Education, Alkhaleej for Training and Education, Riyadh, Saudi Arabia

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APA Style

Mustafa Mohamed Ahmed Younis. (2019). Critical Thinking Magnificence in Teaching Reading Comprehension. Teacher Education and Curriculum Studies, 3(4), 39-45. https://doi.org/10.11648/j.tecs.20180304.12

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ACS Style

Mustafa Mohamed Ahmed Younis. Critical Thinking Magnificence in Teaching Reading Comprehension. Teach. Educ. Curric. Stud. 2019, 3(4), 39-45. doi: 10.11648/j.tecs.20180304.12

Copy | Download

AMA Style

Mustafa Mohamed Ahmed Younis. Critical Thinking Magnificence in Teaching Reading Comprehension. Teach Educ Curric Stud. 2019;3(4):39-45. doi: 10.11648/j.tecs.20180304.12

Copy | Download

@article{10.11648/j.tecs.20180304.12,
  author = {Mustafa Mohamed Ahmed Younis},
  title = {Critical Thinking Magnificence in Teaching Reading Comprehension},
  journal = {Teacher Education and Curriculum Studies},
  volume = {3},
  number = {4},
  pages = {39-45},
  doi = {10.11648/j.tecs.20180304.12},
  url = {https://doi.org/10.11648/j.tecs.20180304.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20180304.12},
  abstract = {This study tries to investigate the impact of using critical thinking in teaching reading comprehension on the secondary students' ability to read critically about every textbook issue in particular and further to find out about life needs in general. The study focuses on achieving five goals among which: to recognize the significant difference of knowledge between students who are taught critically and those who aren’t. The method to collect data involved two tools. A questionnaire distributed to secondary English teachers (n=70) all over the tripartite capital of Sudan among them were some English native speakers. The second tool was pretest & posttest which carried out to the 3rd grade secondary students (n=30). During this period, interventions were put into place to teach participants how to evaluate, analyze, and synthesize texts instead of keeping rote learning. Statistical systems of SPSS and T-test were used in analyzing data. On the base of analysis, findings indicated that the use of critical thinking in teaching would highly improve students’ abilities to think within a discipline and moreover, provide a powerful incentive to look more closely at possible consequences of integrating this model more widely into educational curricula. Due to findings it was recommended that ministry of education should guide schools and institutes to adopt the use of critical thinking in teaching school materials chiefly in high levels.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Critical Thinking Magnificence in Teaching Reading Comprehension
AU  - Mustafa Mohamed Ahmed Younis
Y1  - 2019/01/17
PY  - 2019
N1  - https://doi.org/10.11648/j.tecs.20180304.12
DO  - 10.11648/j.tecs.20180304.12
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 39
EP  - 45
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20180304.12
AB  - This study tries to investigate the impact of using critical thinking in teaching reading comprehension on the secondary students' ability to read critically about every textbook issue in particular and further to find out about life needs in general. The study focuses on achieving five goals among which: to recognize the significant difference of knowledge between students who are taught critically and those who aren’t. The method to collect data involved two tools. A questionnaire distributed to secondary English teachers (n=70) all over the tripartite capital of Sudan among them were some English native speakers. The second tool was pretest & posttest which carried out to the 3rd grade secondary students (n=30). During this period, interventions were put into place to teach participants how to evaluate, analyze, and synthesize texts instead of keeping rote learning. Statistical systems of SPSS and T-test were used in analyzing data. On the base of analysis, findings indicated that the use of critical thinking in teaching would highly improve students’ abilities to think within a discipline and moreover, provide a powerful incentive to look more closely at possible consequences of integrating this model more widely into educational curricula. Due to findings it was recommended that ministry of education should guide schools and institutes to adopt the use of critical thinking in teaching school materials chiefly in high levels.
VL  - 3
IS  - 4
ER  -

Copy | Download