The Relationship between Critical Thinking Skills, Portfolio Models and Academic Achievement of Moroccan Midwifery Students

Imane  Ghazlane; Khalid  Marnoufi; Jabran  Daaif; Bouzekri  Touri

doi:10.36941/jesr-2022-0119

Authors

Imane Ghazlane 1Laboratory of Sciences and Technologies of Information and Education, STCED Research Team, FSBM, Hassan II University of Casablanca, Morocco 2Higher Institute of Nursing and Health Technology Professions Casablanca-Settat, Morocco Street Faidouzi Mohamed, 20250 Casablanca, Morocco
Khalid Marnoufi Laboratory of Sciences and Technologies of Information and Education, STCED Research Team, FSBM, Hassan II University of Casablanca, Morocco
Jabran Daaif Laboratory of Physical Chemistry of Materials, Faculty of Sciences Ben M'Sick, Hassan II University of Casablanca, Morocco
Bouzekri Touri Laboratory of Sciences and Technologies of Information and Education, STCED Research Team, FSBM, Hassan II University of Casablanca, Morocco

DOI:

https://doi.org/10.36941/jesr-2022-0119

Keywords:

Research method, Critical Thinking Skills Test, Portfolio model, Academic Achievements

Abstract

The present study investigates the relationship between critical thinking skills and portfolio models and academic achievement among midwifery students. Design: A mixed method was followed for this study. A cross-sectional study was used for reporting the results of the California critical thinking skills test (CCTST). In addition, a focus group while following the COREQ guideline to establish the categorization of portfolios. Method: the research sample consisted of 41 students, 48.78 % were registered in the third semester, and 51.21% were in the sixth semester. The CCTST was used to measure critical thinking skills (CTS). A focus group of six teachers was used to develop a classification of portfolio models. The data was analyzed using Chi-Square, and ANOVA. Results: The CCTST and all subscales are highly reliable. Age and educational level were significant variables for the portfolio models, and (CTS). Relationships were also found between the midwifery student’s portfolios models and their CCTST overall scores. Moreover, the students with the highest scores in (CTS) had portfolio Toast Rack design. Conclusion: CCTST showed good validity and reliability for Moroccan midwifery students, and can be used to inform on portfolios design. Validation with large and diverse samples is recommended. It is suggested that instructors consider the dominant portfolio design of each level and use appropriate teaching methods.

Received: 21 June 2022 / Accepted: 16 August 2022 / Published: 2 September 2022