Factors Promoting Critical Thinking among Students at the Tertiary Level

Abstract

The present study sought to explore the factors promoting critical thinking among the students at the tertiary level in Loralai. The objectives of the study were to identify the factors promoting critical thinking among male and female students at the tertiary level in Loralai. Male teachers and female teachers at the tertiary level comprise the population of the study. The number of tertiary-level teachers was 100. Out of the total population, 40 teachers were randomly selected from the tertiary level. In order to collect data from the respondents, a close-ended questionnaire containing 14 items based on the Likert scale was developed with the consultation of the superior in the objective of the subject. The majority of the respondents often use problem-based learning activities to promote critical thinking. More of the participants often ask the right questions to help foster students' critical thinking skills. Most of the subjects often promote collaborative learning for students' critical thinking. Half of the teachers often focus on projects. Most of the answerers often prefer writing assignments focusing on reflection and reasoning. For an understanding of the teaching practices used by the teachers, the sample size can be increased so that more accurate findings can be achieved. Teaching strategies promoting critical thinking abilities should be applied in the teaching-learning process to get maximum benefits.