Teachers pattern of instruction and location on pupils critical thinking in science achievement in Imo state

Abstract

This paper seeks to ascertain the influence of teachers’ pattern of instruction and location on pupils’ critical thinking in science achievement in Imo State. To achieve this objective, two hypotheses were formulated. Ex-post facto research design was adopted for the study. A total of ninety (90) teachers and one thousand (1000) pupils’ were randomly selected using a multi-stage (2-stage) sampling procedure involving stratified and simple random sampling techniques. Questionnaire was the main source of data collection. Data collected were analyzed using the Independent t-test. The results revealed that there are significant differences in the level of dominative and integrative teaching pattern of teachers as well as capacity to stimulate critical thinking among pupils’ by teachers’ in terms of locality. Based on this, it was therefore recommended that classroom teachers be sufficiently equipped with appropriate skills that would enable them provide the relevant stimulation needed by pupils’ (irrespective of location) to engage in critical thinking activities.