Abstract
This study explored the extent to which teachers’ demographic variables predict the critical thinking skills of school children, and the educational implications. The study was guided by research questions and null hypotheses, which used a correlation survey design. The population size was 17,928 middle basic pupils in all government-owned schools in Enugu State, Nigeria. Out of the target population, 1,400 pupils were selected using a multistage sampling technique. The instrument used was theCornell Class-Reasoning Test, Form X, which contains 72 items and assessed the respondents’ critical thinking skills. The data collected was analyzed using Statistical Packages for Social Sciences (SPSS) version 20. Major findings revealed that teachers’ gender does not significantly predict the critical thinking skills of primary-school children in Enugu State, and that teachers’ age does not predict critical thinking of primary school children to a large extent. Last, it was found that teachers’ location does not predict the critical thinking skills of primary schoolchildren to a large extent. Based on the findings, counseling implications and recommendations are made.
Highlights
Exposure to current knowledge appears to be challenging for everybody, including children
The analysis revealed that relationship exists between the teachers’ gender and Critical Thinking was .007 and the R2 was
The findings of this study have provided insight into what factors participants attributed as predictors of critical thinking
Summary
Exposure to current knowledge appears to be challenging for everybody, including children. In light of this reality of how knowledge is developed, school children need to be equipped with cognitive ability to analyze tasks in their environment. Evidence abounds that human beings recognize and remember concepts in an environment as the individual grows. As children, they think to achieve sensitivity. To understand the complex nature of human environments requires a high level of critical-thinking skill for mastery (Mercer, 2009; Yusuf & Adeoye, 2012). The reason for the above assertion is that in as much as new things continued to unfold and develop; children require general problem-solving ability and cognitive skill to be able to cope with contemporary changes in the environment
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