Measuring Pedagogical Transformation: A Quantitative Analysis of Critical Thinking Integration in Literary Criticism for Heightened Student Engagement and Learning Outcomes

In today’s democratic world, one of the most significant objectives of the educational system is to promote independent thinking in students regarding both academic subject matter and daily life (Ennis, 1989; Grinberg, 2004; Nelson, 2004). The necessity and significance of critical thinking in education might primarily lie in the fact that students are not passive participants in the learning process since they are no longer engaged in rote memorization of facts; rather, they need to graduate from educational institutions that engage them in learning that improves their thinking skills. Empirical research suggests that benefits accrue to students who possess the ability to think critically; hence, many institutions need to incorporate instruction oriented toward providing students with critical thinking skills (Tsui, 1999; Stupnisky et al., 2008) through programmed interventions that vary from the traditional instructional approach (Sanz de Acedo Lizarraga et al., 2009). This paper examines the significance of the application of a literature-based critical thinking program and its impact on both students’ critical thinking skills and teachers’ and students’ beliefs about literature instruction. The study employed both qualitative and quantitative research methods, namely, survey research and One-Group Pre-Test/Post-Test Design. It is based on one group pre-test–post-test design, a quasi-experimental design, in which a seven-week literature-based critical thinking program involving 34 students attending an English Language and Literature Department was implemented. Data regarding the present critical thinking situation and change process were collected through questionnaires, interviews, and classroom observations. T-test results show a significant change between the students’ pre-critical thinking and post-critical thinking levels. These findings indicate that a literature-based critical-thinking program leads to more student-centered classrooms and creative literature instruction that fosters the development of students’ critical thinking skills. Another major purpose of this research study is to discover and understand the experiences and perspectives of teachers on the topic of using multicultural literature as responsive pedagogy to engage cultural understanding. Therefore, the study will also be conducted using a qualitative research approach involving a literature review and semi-structured interviews