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Lecturers' perspectives concerning the variables that hinder critical thinking development in the classroom

Author

Listed:
  • Ikenna Franklin Eze

    (Cape Peninsula University of Technology)

  • Chux Gervase Iwu

    (Cape Peninsula University of Technology)

  • Jobo Dubihlela

    (Cape Peninsula University of Technology)

Abstract

The need to train learners to think critically has been stressed and it has become a key concern among scholars in recent years. Although there is strong evidence demonstrating the benefits of critical thinking as well as proposals for its integration in schools, scholars are still looking for evidence demonstrating how teachers instill critical thinking in the classroom and the obstacles they face. Furthering this argument necessitated lecturers’ feedback on the obstacles to teaching critical thinking in the classroom. Data was collected from academics at a South African university of technology using interpretative phenomenological analysis approaches. The lecturers identified several obstacles that inhibited them from inculcating critical thinking in the classroom. The first one is time, according to the lecturers there is not enough time to inculcate critical thinking since the average lesson last for fifty minutes. The second is the large population of students. The third is the learners themselves who according to the lecturers are indifferent, unwilling to engage. Finally, the educational system according to the lecturers is based on rote learning and memorisation at all levels, which hinders creative, unique, and logical thinking. The findings of this study could have significant consequences for the auditing profession, as teachers are frequently pushed to come up with new approaches to help students improve their critical thinking abilities. Key Words:Critical thinking, Critical thinking obstacles, Interpretative phenomenological analysis, Qualitative research, Focus groups

Suggested Citation

  • Ikenna Franklin Eze & Chux Gervase Iwu & Jobo Dubihlela, 2022. "Lecturers' perspectives concerning the variables that hinder critical thinking development in the classroom," International Journal of Research in Business and Social Science (2147-4478), Center for the Strategic Studies in Business and Finance, vol. 11(10), pages 341-349, December.
    • Handle: RePEc:rbs:ijbrss:v:11:y:2022:i:10:p:341-349
    DOI: 10.20525/ijrbs.v11i10.2232
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    References listed on IDEAS

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    1. Charles Kivunja, 2015. "Teaching Students to Learn and to Work Well with 21st Century Skills: Unpacking the Career and Life Skills Domain of the New Learning Paradigm," International Journal of Higher Education, Sciedu Press, vol. 4(1), pages 1-1, February.
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