Critical thinking as a correlate of numeracy learning outcome among middle basic pupils in Kwara State, Nigeria

Abstract

Primary education in Nigeria is expected to prepare and produce pupils that can think critically in a reflective manner so as to enhance scientific development and employability skills. This study examined critical thinking as a correlate of numeracy learning outcome among middle basic pupils in Kwara State, Nigeria. Descriptive survey design of correlation type was adopted. The population of the study comprised universal basic education students while the target population comprised pupils of the middle basic schools in Kwara State. Simple random sampling was used at different stages of selection to sample 2, 315 respondents. Three research objectives, three research questions were raised while one research hypothesis was postulated. Two research instruments (Quantitative Reasoning Scale and Numeracy Performance Test) were self-developed and used for data collection. Content Validity was ascertained via Item Level Content Validity Scale (S-CVI) and obtained 87.6 and 92.5 respectively. Test of split-half reliability was adopted and obtained reliability coefficient of KR 0.76 and KR 0.88. The findings revealed that pupils sampled had below average (44.61%) critical thinking in form of quantitative reasoning. Another finding revealed that there was a positive and high significant relationship between critical thinking and learning outcome. It was concluded that critical thinking skills is a significant factor in influencing learners' learning outcomes. It was recommended that examiners (internal and external) should try as much as possible to prepare questions that will require the testees to use higher thinking abilities in solving numeracy tasks both at the terminal and at the end of session. This might develop their potentials in tackling issues and enhancing high learning outcomes.