Advanced Systematic Pattern Effect controlling the survey of Critical Thinking Skill in the National Study of Civic Education and Tenth Grade Students in the Development of Jordan

Doha I. Tarawneh


The aim of this study is to reveal the typical effect of Advanced Regulator controlling the survey of critical thinking skill in the National Study of Civic Education and Tenth Grade Students in the development of Jordan. The study population consisted of all tenth grade students in schools which included at least two divisions. However, this included the grade in the education directorate which is the banner of the southern shrine. The study sample consisted of 120 students from students in school communities. They included 40 male students and 80 female students, which were spread over four study group. Two of the four divisions in each school were taught the Advanced orderly pattern, while the other two divisions were taught the Achtbaraltvkir critic preset. This arbitration process procedure was carried out to test the equality of the groups. After a dimensional treatment, the collected data were statistically analyzed using statistical software (SPSS) and statistical processor Pearson correlation coefficient. The forgoing analysis were done to test the stability of the expense, as well as the calculated circles and standard deviations, in order to make comparisons. Furthermore, the results of the two-way analysis of variance ((2x2) Two-way ANOVA) was also extracted. The results showed that there were no statistically significant differences at the level of significance (α> 0.05) in the skill of critical thinking development, due to the pattern of teaching or the interaction between style and gender. There were statistically significant differences at the same level of significance attributed to gender (male and female) and in favor of female students. The study concluded with recommendations in their entirety focus attention on the need for modern teaching patterns, as well as critical thinking skill to give a greater share in the area of curriculum.

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European Scientific Journal (ESJ)


ISSN: 1857-7881 (Print)
ISSN: 1857-7431 (Online)



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Publisher: European Scientific Institute, ESI.
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