EFFECT OF TEACHING CRITICAL THINKING SKILLS ON STUDENTS’ PERFORMANCE IN READING COMPREHENSION IN JUNIOR SECONDARY SCHOOLS IN KADUNA, NIGERIA

Hanna Onyi Yusuf, Uduak Idoghor

Abstract


This study investigated the effect of teaching critical thinking skills on reading Comprehension of students in selected Junior Secondary Schools in Kaduna, Nigeria. The schools randomly selected were Government Secondary School Kakuri (Experimental group) and Government Secondary School Kurmi Mashi (control group). Both groups were given a pre-test prior to teaching and a post-test after six weeks of teaching. Both groups were assessed after six weeks of learning. The findings revealed significant difference in the performance of students taught reading comprehension using critical thinking questions. Based on the findings, teachers are encouraged to use critical thinking questions to motivate and engage their students in purposeful and thought-provoking discussion that will inspire them to think critically and creatively.

 

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teaching critical thinking skills, students’ performance, reading comprehension

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DOI: http://dx.doi.org/10.46827/ejes.v0i0.2975

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