The aim of this study is to identify the critical thinking of the secondaryschool students at Jenin city schools as viewed by the teachers and theirefforts to develop it, in the light of various variables including: sex, yearsof experience, number of relevant training courses attended, and identifyingwhether there is a relationship between the degree of teachers’ developmentof those indicators as well as their existence to the students.To achieve these aims, the study adopted the descriptive approachdepending on a sample of teachers totaling (140) teachers of both sexes, incollecting data used in a questionnaire which consists of (42) paragraphsrepresenting critical thinking indicators which underwent Validity andReliability tests obtaining Reliability degree of (0.91) .The sample memberswere asked to answer in two dimensions the first of which dealt with the degreeof its existence in the students thinking while the second dimension dealt withthe degree to which teachers sought to develop thereof.After collecting andanalyzing the data, results showed the degree of critical thinking indicatorsowned by students was medium (2.95) while the degree of teachers actionto develop it was high (3.94) .Results also showed there was no statisticallysignificant difference at (a≤0. 05) in the degree of teacher’s effort to developcritical thinking indicators according to variables of sex, years of experience,and number of relevant training courses attended.Results also show theexistence of a significant statistical relationship between the degree of theteacher’s development of critical thinking and the student’s degree of havingthem
Rbayah, Saed Mohammed
"Indicators and Development of Critical Thinking among High School Students in Jenin from the Perspective of Teachers,"
Journal of Al-Quds Open University for Educational & Psychological Research & Studies: Vol. 3:
9, Article 8.
Available at: https://digitalcommons.aaru.edu.jo/jaqou_edpsych/vol3/iss9/8