CRITICAL THINKING SKILLS OF TRAINEES OF POLICE INSTITUTIONS IN NIGERIA: ROLE OF TRAINEES’ AGE AND GENDER
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This abstract provides an overview of a study examining the critical thinking skills of trainees in police institutions in Nigeria, with a specific focus on the influence of trainees’ age and gender. The objective of the study was to explore whether age and gender have any significant impact on the development of critical thinking skills among police trainees.
The study employed a quantitative research design and collected data from a sample of trainees enrolled in various police institutions across Nigeria. A critical thinking skills assessment instrument was utilized to measure the trainees’ critical thinking abilities. Demographic information, including age and gender, was also collected.
The results of the study revealed several interesting findings. Firstly, there was a significant positive correlation between age and critical thinking skills among trainees in police institutions. This suggests that as trainees grow older, their critical thinking abilities tend to improve. Secondly, the study found no significant gender differences in critical thinking skills among the trainees. This implies that both male and female trainees exhibited similar levels of critical thinking skills.
The findings have important implications for the training and education of police officers in Nigeria. Recognizing the positive relationship between age and critical thinking skills, police institutions could consider incorporating age-appropriate pedagogical approaches and training methods to enhance critical thinking abilities among trainees. Additionally, the absence of gender differences suggests that efforts should be made to ensure equal opportunities for both male and female trainees in developing their critical thinking skills.
In conclusion, this study sheds light on the critical thinking skills of trainees in Nigerian police institutions, considering the influence of age and gender. The findings highlight the importance of age-related factors in critical thinking development and emphasize the need for gender-inclusive training programs. Policymakers, educators, and trainers in the Nigerian police force can utilize these findings to refine their training curricula and better equip trainees with the essential critical thinking skills needed for effective decision-making and problem-solving in their future roles as police officers.
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