The effect of the differentiated thinking skills curriculum on fifth grade students' cultural quotient and critical thinking skills

This doctoral thesis examines the impact of the Differentiated Thinking Skills Curriculum on fifth-grade students' cultural quotient and critical thinking skills. The study aims to contribute to the field of education by providing insights into effective instructional approaches that promote cross-cultural competence in line with the demands of contemporary society. The research findings have the potential to inform educational practices, empower educators with evidence-based strategies and enhance students' intellectual growth and ability to engage with cultural diversity. The thesis explores the elements related to cultural quotient and critical thinking skills in the curriculum, highlighting the need for explicit inclusion of these elements beyond the narrow confines of standards. The study employs mixed methods, including experimental research, content analysis and survey studies, to evaluate the curriculum's effectiveness. The results demonstrate a significant increase in critical thinking and cultural quotient scores among students in the experimental group, highlighting the efficacy of the curriculum in promoting these skills (CQ; t(47)=3.46, p<.01) (CTS; t(47)=21.36, p<.01). The opinions of teachers and students further support the positive impact of the curriculum on teaching and learning. The thesis concludes by suggesting future directions, such as the development of assessment tools, comprehensive evaluation methods, and the integration of critical thinking and cultural quotient instruction across educational levels.