Relationship between Critical thinking and academic self- concept: An experimental study of Reciprocal teaching strategy

Critical thinking, according to contemporary experts, equips the learner with the ability to comprehend and evaluate new information, which is linked to a range of extrinsic factors such as academic self-concept and classroom organisation. Accordingly, the current study aimed to investigate the relationship between critical thinking and academic self- concept: An experimental study of reciprocal teaching strategy in secondary school students. The population of this study included all 10th grade students. A total of 120 students were selected by Convenience sampling. The required data were collected using critical thinking skills in force and motion topic, academic self-concept scale and reciprocal teaching strategy. Descriptive statistics, Pearson correlation and independent T-Test to compare the differences between male and female students. The findings showed that there is a positive and significant relationship between critical thinking skills and academic self- concept (r = 0.302 (p = 0.001 < 0.05), also the results indicate that there are no significant differences in critical thinking and academic self- concept between male and female using reciprocal teaching strategy. However, the level of critical thinking was average or moderate level, and the level of academic self-concept was high level. Reciprocal teaching strategy play role in the development of student critical thinking skills and can lead to students' academic success. Thus, reciprocal teaching has the potential to improve critical thinking skills, academic self-concept, and the relationship between critical thinking skills and academic self-concept in secondary Palestinian physics students.