Testing Effectiveness of Critical Thinking Interventions in Teaching English at Secondary Level

This research aimed at studying the effectiveness of Critical Thinking (CT) Skills intervention at a secondary level. The focus was on the pedagogical aspect and developed a framework to teach CT skills through English language. The study aims to evaluate the effectiveness of a CT skills intervention for 9th grade English students in Pakistan, compare the performance of low and high achievers before and after the intervention, and assess the influence of gender on CT skills performance. The study used a single-group pretest and posttest design to test the effectiveness of the intervention. The population of the study targeted both genders enrolled at a low-income private school in Kallar Syedan, Rawalpindi District, Pakistan. A total of 32 male and female students from 9^th grade were chosen as participants of the study. An achievement test was derived from the Watson-Galser test for data gathering. The results revealed that the interventions were a success and the development of students’ CT skills differ in boys and girls. It is recommended that educators may use an infusion approach to develop students’ CT skills.