Unpacking Critical Thinking Skills in Moroccan Students

Abstract

Although a considerable body of research has been conducted on Critical Thinking (CT) globally, research on its development and measurement within the Moroccan educational context remains relatively limited. This study examined the CT proficiency of preparatory school students and examined the role of gender on their overall CT performance and across the three variables of the study: Analysis, Evaluation and Extension of Arguments. This study employed a quantitative research-design using the CAAP CT-test.150 second-year preparatory school students participated in this study. Descriptive statistics, the independent sample t-test, ANOVA, MANOVA, Partial Eta Squared effect size, and Item Response Theory (IRT), were performed to analyse data. The findings revealed that students scored a general average to above the average level of CT, with the highest aptitude in the Analysis of Arguments. The analysis revealed no significant gender differences in students’ overall CT aptitudes or in any of the variables examined. These findings carry important implications for both educational policy and instructional practice. Instructional reform is needed to support the development of students’ CT by integrating learner-centered teaching practices and technology-based instruction. Future research should examine other variables that may affect students’ CT-aptitudes and develop and validate assessment tools that are relevant to educational and cultural aspects of Arab students.