Volume 3, Issue 4, December 2018, Page: 39-45
Critical Thinking Magnificence in Teaching Reading Comprehension
Mustafa Mohamed Ahmed Younis, Department of Private Education, Alkhaleej for Training and Education, Riyadh, Saudi Arabia
Received: Nov. 17, 2018;       Accepted: Dec. 13, 2018;       Published: Jan. 17, 2019
DOI: 10.11648/j.tecs.20180304.12      View  1037      Downloads  219
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.
Critical Thinking, Critical Reading, Transfer of Learning, Active Learning
To cite this article
Mustafa Mohamed Ahmed Younis, Critical Thinking Magnificence in Teaching Reading Comprehension, Teacher Education and Curriculum Studies. Vol. 3, No. 4, 2018, pp. 39-45. doi: 10.11648/j.tecs.20180304.12
Copyright © 2018 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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