For students to have 21st century learning characteristics, they need to be actively involved in the class, unlike traditionally practiced classrooms where the teacher narrates the lesson and the students take notes and listen. It’s also important to make changes in classes for 21st century learners. The module notably honed the experimental group’s critical thinking skills.Ĭonsidering the technological developments and the changes that these developments have brought in individuals’ lives, it has become important to make some arrangements in all areas of life. The findings affirmed that there was a statistically significant mean variance between the control and experimental group’s scores in the critical thinking post-test. ANCOVA test was employed to draw a statistical analogy between the mean scores of pre-test and post-test. The critical thinking pre-test was given before module delivery and the post-test was done after the intervention. The control group studied the writing syllabus of institution “B”, while the experimental group studied the study module. The control group encompassed 35 students who studied English at The General Foundation Program of higher education institution “B”. The experimental group embraced 35 students who studied English at the General Foundation Program of higher education institution “A”. Convenience sampling technique was employed to sample the participants who were divided into experimental and control groups. The study participants included 70 Omani students and 2 English language teachers.
The study utilized a pre-test and post-test quasi-experimental design. This study proposed to enquire into the efficacy of a developed writing module in honing the critical thinking skills of Omani General Foundation Program students.
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