SECONDARY SCHOOL STUDENTS’ LEARNING STRATEGIES AND SELF-DIRECTED LEARNING AS CORRELATES OF CRITICAL THINKING IN ANAMBRA STATE
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 study examines the relationship between learning strategies, self-directed learning, and critical thinking among secondary school students in Anambra State, Nigeria. The aim is to explore how students’ learning strategies and self-directed learning abilities contribute to the development of critical thinking skills.
The study employs a quantitative research design, utilizing a questionnaire as the primary data collection instrument. A sample of secondary school students from various schools in Anambra State is selected through stratified random sampling. The participants’ demographic information, learning strategies, self-directed learning, and critical thinking abilities are measured using validated scales.
The findings suggest a positive correlation between learning strategies, self-directed learning, and critical thinking among secondary school students. Students who employ effective learning strategies, such as organization and elaboration techniques, exhibit higher levels of critical thinking. Additionally, students with self-directed learning skills, including goal setting, self-monitoring, and self-reflection, demonstrate enhanced critical thinking abilities.
The implications of this study highlight the importance of fostering effective learning strategies and promoting self-directed learning in secondary school education. Educators and policymakers can utilize these findings to develop instructional interventions that enhance critical thinking skills among students. Incorporating explicit teaching of learning strategies and providing opportunities for self-directed learning can promote critical thinking skills.
In conclusion, the study establishes a positive relationship between learning strategies, self-directed learning, and critical thinking among secondary school students in Anambra State. It emphasizes the significance of equipping students with the necessary skills and strategies to think critically. By implementing targeted interventions, educators can empower students to become independent and critical thinkers, contributing to their academic success and overall development.
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