Secondary School Students’ Critical Thinking Ability as Correlate of their Academic Achievement in Biology in Awka Education Zone, Nigeria

Abstract

Aim of the Study: The goal of the study was to determine the association between secondary school students' biology academic accomplishment in the Awka Education Zone and their capacity for critical thought. The study was directed by three research questions and three null hypotheses that were assessed for significance at the 0.05 level.

Methods: The study adopted a correlational survey research design. 4755 senior secondary year two (SS2) students constituted the population of the study. Random sampling technique was employed to compose the sample size of (N= 523) SS2 students used in the study. Two instruments, adapted Watson-Glaser Critical Thinking Appraisal (WGCTA) validated by three experts and with a reliability coefficient of 0.71 obtained using Kuder-Richardson formula 21 (KR-21) and Students Achievement Score Proforma in Biology (SASPB), were used for data collection.  In order to answer the study questions, data obtained from the respondents with the assistance of two research assistants was analysed using Pearson Product Moment, and t-test for correlation was used to test the null hypotheses.

Findings: The study's conclusions showed a strong correlation between secondary school students' biology academic success and their capacity for critical thought. The study also showed that although there is a statistically significant association for both groups of students, it is more favourable for female students than for male students.

Conclusion: The study came to the conclusion that, regardless of gender, there is a substantial correlation between secondary school pupils' capacity for critical thought and their academic success in biology. Hence, it was recommended among others that biology teachers should adopt innovative approaches in the learning process to foster and promote critical thinking ability of students in schools as this will help improve their academic achievement in biology.