The Effectiveness of the Schwartz Model in Developing Critical Thinking Skills in Physiology among First-Year Students at the Technical Medical Institute
DOI:
https://doi.org/10.33193/eJHAS.23.2026.457الكلمات المفتاحية:
Schwartz, , physiology, technical, effect sizeالملخص
The study, which was based on an experimental research approach, aimed to measure the level of these skills before implementation and to determine the effectiveness of the Swartz Model model—based on the principle of “teaching thinking through content” and through stages of integration, metacognition, and application of thinking—in developing critical thinking as a whole and for each sub-skill. The research methodology consisted of applying the experimental and control group design with pre- and post-tests on a sample of 60 male and female students from the Medical Technical Institute at the University of Baghdad, ensuring the initial equivalence of the two groups. The research results showed the great and confirmed effectiveness of the Schwartz model, as statistically significant differences were found at the significance level (P 0.05) in the post-test in favor of the experimental group on the overall critical thinking score. Applying the accompanying analysis of variance (ANCOVA), the effect size (Partial Eta Squared) reached 0.161, which is classified as a large effect size. The effectiveness was confirmed at the level of all sub-skills, with a notable superiority in the skill of analysis, which showed the largest effect size (Cohen's d=0.82), confirming that the Schwartz model is an effective tool for transforming the teaching of philosophy from a descriptive science to a logical analytical science.
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