Teachers’ Extent of use of Teaching Strategies that Impact on the Thinking Skills of Learners

Abstract

Successful acquisition of critical thinking skills empowers individuals for decision making and to a large extent
contributes to their development. This study focused on strategies primary school teachers apply in impacting critical thinking
skills on learners, the problems they encounter in the learning event and solutions they perceive can solve the problems. The
area of the study was Anambra State in Nigeria. The design of the study was survey.6874 teachers constituted the population;
random sampling was used to select a sample of 567 teachers used for the study. Three research questions guided the study.
The reliability test using Pearson Product Moment Correlation in coefficient yielded 0.75, 0.69, and 0.77. Mean scores were used
to answer the research questions. Results showed that teaching strategies such as advising learners to explore alternatives
before reaching decisions, providing opportunities for learners to think out problems and proffer solutions; and encouraging
learners to explore concepts amongst others are not applied by teachers. Some of the problems teachers encounter include the
curriculum not encouraging experiential learning, learners not spending quality time on reflection and learners viewing use of
analytical approach to obtaining information as unnecessary. Some solutions teachers perceive can solve problems they
encounter include provision of appropriate instructional materials; assessment to focus on analytical task and encouraging
learners to ask questions. The researchers therefore recommend that the government should provide instructional materials and
teachers should learn to improvise instructional materials. Teachers should also be properly trained to possess quality
pedagogical skills to empower learners to acquire critical thinking skills. Implications of the study were highlighted.