A Study on the Efficacy of a Combination of Critical Thinking and Critical Thinking on Self-Directed Learning among High-School Students in Qom

Meeting the twenty-first century challenges with its environmental, social and economic pressures, has a complex requires creative, innovative, energetic, adaptable, motivated youth with having confidence and skills as to develop purposefully their critical thinking and creativity. This article explains the efficacy of a combination of critical thinking and creative thinking, self-directed learning on high-school girls in Qom. The study was a pilot pretest - posttest control group with a sample group of some 105 people chosen in a cluster random sample group in terms of age, gender, baseline, career score of scholastic aptitude cloning were carried out after conducting the pretest questionnaire with self-directed learning Fischer and colleagues (2001) randomly divided into control and experimental groups of 25 subjects, respectively. Data obtained from scoring the analysis of covariance (Ancova) and multivariate analysis of covariance (Mancova) were analyzed. Data analysis showed that teaching critical thinking and creative combination of self-directed learning and all its components (willingness to learn, self-management and self-control) has a significant impact. With the integration of critical thinking and creative thinking, willingness to learn, self-control and self-management students increased, thus motivating the use of learning strategies, the spirit of self-reliance and achievement of students over a semester.