Enhancing Critical Thinking Skills in Nigerian Undergraduates
DOI:
https://doi.org/10.24113/ijohmn.v12i1.349Keywords:
Critical thinking, undergraduates, communication, learning, educationAbstract
Nigerian undergraduates often struggle to analyse complex information, evaluate evidence and develop well-supported arguments, hindering their academic and professional success. This study is to improve the level of creativity among them, develop effective communication in teaching-learning situations and analyse complex problems and identify key issues. Critical thinking is a reflective process of actively analyzing, evaluating, and synthesizing information in order to make reasonable judgments or decisions. The analysis was carried out with the use of goggle form questionnaire in getting data from one hundred and fifty (150) undergraduate students of Adeyemi Federal University of Education, Ondo. The data was analysed with the usage of Edward Glaser’s (1941) Critical Thinking Theory emphasizing the importance of critical thinking in education and everyday life. The findings revealed that critical thinking skill in Nigerian undergraduates can be achieved and enhanced through inquiry-based learning, instructional practices, encouraging active participation and fostering a supportive environment for the students. By priortising critical thinking, Nigerian Universities can empower students to become independent thinkers, better equipped to tackle complex challenges in their academic and professional pursuits. It was recommended that in enhancing critical thinking skills in Nigerian undergraduates, critical thinking should be integrated into the curriculum, there should be inquiry-based learning, professional development for lecturers and free access to resources.
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