Fostering advanced thinking skills in secondary schools: A study of effective curricular intervention strategies

Abstract

This study investigates the effectiveness of a curricular intervention designed to enhance thinking skills—specifically critical thinking, creative thinking, problem-solving ability, and decision-making—among secondary school students. A total of two groups, an experimental group and a control group, participated in the study. Prior to the intervention, both groups have completed a series of pre-tests, including the Critical Thinking Appraisal Test (CTAT), Creative Thinking Rubric (CTR), Problem Solving Ability Questionnaire (PSAQ), and Decision-Making Styles Inventory (DMSI). The experimental group then went a 12-week curricular programme aimed at fostering these key thinking skills, while the control group did not receive any specific intervention. The findings of this study are expected to provide valuable insights into the efficacy of curricular interventions in enhancing students' cognitive skills, potentially guiding future educational practices aimed at developing higher-order thinking abilities in secondary education.