To study the relationship between critical thinking ability of upper primary level students and their school environment

Education

This study reports on a look at which critical thinking ability of upper primary level students is situated in relation to their school environment. Critical thinking is a key to academic success and lifelong learning which in turn is put forth by many factors which the school environment is a large player in. This research sets out to look at how the include physical, social, and cultural elements play a role in the development of students’ critical thinking skills at the upper primary level. We will be using a mixed methods approach which includes collection and analysis of both quantitative and qualitative data. From a pool of 300 students in 10 different schools we will collect our data. The Critical Thinking Ability Test will be used to measure student performance and also we will use surveys, interviews, and observations to report on the school environment. Our results will present a picture of the issue at hand between critical thinking ability and the school environment and will put out to the public policy and education makers strategies that may be implemented to improve critical thinking skills in students with a view to better academic performance and for preparation of the students for the complex issues of the world.

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