The decreases; the compulsion to change majors decreases; the

           The aim of this study is to research the
efficiency of direct instruction in critical thinking skills on intermediate
students level 3 of the I.L.I students (Iran Language Institute) and their
language learning achievement. Failed students will be taught in courses they
would be repeating. This study is set forth on earlier research carried out by
Facione (2002), Halpern (1994, 1995,1998, 1999, 2001), Halpern & Hakel
(2003), Giancarlo & Facione (2001), Paul & Nosich (1992), Paul, R.
(1993), Paul & Elder (1996, 1997), Ewell (2002), Gazella & Ginther
(1996), and van Gelder (2001- 2005) to appraise the critical thinking skills of
language students and to verify if direct teaching in these skills
constructively alter their critical thinking and academic success to a greater
extent than teaching. Two critical thinking skills’ interventions, the
Thinker’s Guides and Rationale Argument Mapping Program, will be used as well
as two assessment measures, the Category Test Computer Version – Research
Edition (CAT:CV) and the California Critical Thinking Test – Form 2000.

     This study has several secondary purposes.
This study investigates the relationship between students’ error scores on the
CAT:CV as the pre-test and post-test scores of the California Critical Thinking
Skills Test – Form 2000 (CCTST-2000). The relationship between the CAT:CV and
students’ final grades will also be investigated. The relationship between the
CAT:CV and the subscales of the CCTST-2000 will be investigated to determine if
there are any areas of improvement in the cognitive skills identified by the
CCTST-2000. Finally, the relationship between sex and students’ critical
thinking skills and final grades will be assessed. According to Facione (1990),
male students outperform female students following critical thinking
instruction.

We Will Write a Custom Essay Specifically
For You For Only $13.90/page!


order now

     If students are able to expand and enhance
their critical thinking skills through teaching that is not course-specific,
this may end in constructive revolution for students, institutes and
universities. The number of courses students repeat could possibly be reduced
if critical thinking skills are fostered. As a matter of fact, the possibility
of  being dropped from courses and
possibly from institutes and universities decreases; the compulsion to change
majors decreases; the possibility of well-timed graduation increases; the
probability of economic loss because of the cost of re-taking courses reduce;
the academic success is fostered; the way for 
the acquisition of a greater repertoire of skills employers desire paved
and prepared; the educating experience is boosted; research skills advance
particularly for those who develop using the internet; students notice that
forming critical thinking is an expectation in the course they are taking
whether in institutes or in their 
post-secondary education; the understanding of the students is supported
and finally students will find themselves in charge of their academic success
and try to play an essential role in their own success.

     Universities and institutes would
certainly derive substantial benefit from students who advance their critical
thinking skills. Students with excellent critical thinking skills, seem likely
to be successful by 1) increased retention of all students, 2) increased
tenacity and graduation rates, 3) students who are able to think critically in
prospect of the workforce, 4) increased certainty for the public who hope for
greater responsibility regarding student progress, and 5) greater gained
credence of the community in their ability to give rise to students who are
competent to become creative members of the society.