IMPACT OF CRITICAL THINKING INTERVENTION ON ACADEMIC SELF-REGULATION IN ENGLISH AT HIGHER SECONDARY LEVEL
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Abstract
This study investigates the influence of critical thinking intervention on students' academic self-regulation in the subject of English at the higher secondary level. The study explored the significance of promoting critical thinking skills and its potential effects on students' ability to regulate their own learning process. True experimental design was used. The experimental group received the instructions using lesson plans based on critical thinking skills in English subject. Researcher made questionnaire of academic self-regulation was used as research tool and 04 null hypotheses were tested. The study used an independent sample t-test and paired sample t-test to analyse the data in SPSS. It was concluded that the integration of critical thinking skills into English subject education can enhance students' academic self-regulation. The study suggests that teachersmust be engage in professional development programs to enhance their own critical thinking skills and pedagogical techniques for teaching critical thinking to students. Educationists should also collaborate with curriculum developers to ensure that curriculum materials and approaches align with the development of critical thinking and self-regulation.
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