Relationship between Classroom Management Practice and Student’s Critical Thinking Skills at Higher Education Level

Abstract

Purpose: The major objectives of the study were to assess the classroom management practices of the teachers, to assess the critical thinking skills of the students and to measure the effect of teachers’ classroom management practices on the development of students’ critical thinking skills. Design/Methodology/Approach: The research approach was quantitative and correlational research was used. The population of the research was based on 7294 faculty members serving in HEC recognized universities of Islamabad. Sample of 447 teachers was selected by using stratified-sampling technique. Researcher used classroom management practices scale based on 45 items and critical thinking skills assessment scale based on 47 items. Findings: The data revealed that the classroom management had no effect on Critical Thinking Development. Teacher’s cohesiveness had 0.1% negative effect, teacher’s support had no effect, teacher’s involvement had also no effect, teacher’s skill related to investigation had 0.1% effect, task orientation had 0.2% effect, teacher’s co-operation had 0.2% negative effect and teacher’s equity had 0.2% positive on student’s critical thinking development. However none of the above mentioned effect was statistically significant. Teachers need to learn how to manage positive learning environment. For this purpose, teachers need to use regular feedback, appreciations, and interactive classroom discussions and peer learning methods.