Relationship Between Critical Thinking and Academic Performance of University Students

Abstract

This research paper examined the correlation between critical thinking and academic achievement of the Pakistani university students in terms of Bloom's taxonomy. A descriptive-correlational research design was used, whereby a stratified random sample of 300 students (both in the public and the private universities) was sampled. Critical thinking was assessed on six constructs of analyzing, creating, evaluating, remembering, understanding and applying using a structured questionnaire based on the existing assessment instruments. CGPA was used to operationalize academic performance and verified records were used where feasible. The results indicated that there was a strong positive correlation between critical thinking and academic performance, with higher-order skills like Applying (.70), Analyzing (.68), and Understanding (.66), demonstrating a high level of relationships with GPA. On the other hand, Remembering (.48) showed the least degree of association which highlights the fact that rote memorization is not as crucial as high order thinking processes. The students of the private universities, higher semesters, and postgraduate programs were always better in their ability to think at the higher level, but gender differences were not significant. The paper concludes that critical thinking, more so higher-order skills are a sound predictor of academic performance.