Perceptual variables in critical thinking and the cognitive dimension of academic achievement

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To identify the perceptual variables involved I critical thinking and academic achievement, a sample of 430 7th and 8th graders in the province of Faars was randomly selected and then the Critical Thinking Questionnaire was administered. The relationship between perceptual factors in critical thinking and academic achievement was explored factoring in both gender and age. The results show that academic achievement is positively correlated to factors such as advancement, expanded view, and curiosity; just as logical doubt and independence were not correlated to achievement. Furthermore, age and gender difference were observed in both perceptual dimensions of critical thinking and academic achievement.

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The Journal of New Thoughts on Education
Volume 6, Issue 2
July 2010
Pages 75-90

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