Enhancing Critical Thinking Abilities of Secondary School Students Using Competence-Based Approach in Teaching Productive Skills in Mezam Division

BeyohLuma Ernestine; Seino Evangeline; Beyoh Dieudone Nkepah

doi:10.18535/sshj.v9i08.2013

Abstract

This study investigates the effect of integrating a Competence-Based Approach (CBA) in teaching productive skills on the critical thinking abilities of secondary school students in Mezam Division, Cameroon. A mixed-methods research design was employed, combining quantitative and qualitative approaches to examine both performance outcomes and contextual factors influencing learning. The study involved 86 Form Three students from two public secondary schools, alongside 10 English teachers. Data were collected through pre- and post-tests and an observation checklist. Quantitative analyses, including ANCOVA, measured the impact of CBA on critical thinking, while qualitative data explored students’ and teachers’ experiences. Findings revealed that students in the CBA group achieved a mean post-test score of 99.62 (SD = 5.99), significantly higher than the control group’s 89.75 (SD = 4.92), representing a mean gain of 20.43 versus 7.43 in the traditional instruction group. Although female students in the experimental group performed slightly better (M = 101.54, SD = 5.86) than males (M = 97.70, SD = 6.04), ANCOVA results showed no significant interaction effect between teaching method and gender (F = 1.624, p = .201). Observations corroborated these findings, indicating improved analytical, evaluative, and argumentative skills in students exposed to CBA. The study underscores that instructional strategy, rather than gender, is the primary determinant of critical thinking development, highlighting the value of inquiry-driven, student-centered pedagogies in enhancing higher-order cognitive skills.

Keywords

Indigenous KnowledgeMusicFolktalesHigher-Order Thinking SkillsPublic Primary SchoolsPupils

References

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[refR-2] Aboagye, E., & Yawson, J. A. (2021). Teachers’ perceptions of the competency-based curriculum in Ghanaian junior high schools. Education Research International, 2021, 1–10. https://doi.org/10.1155/2021/9922546DOI ↗Google Scholar ↗

[refR-3] Adeyemi, B. A., & Adu, E. O. (2022). Gender and instructional strategy as determinants of secondary school students' critical thinking. Cogent Education, 9(1), 2038536. https://doi.org/10.1080/2331186X.2022.2038536DOI ↗Google Scholar ↗

[refR-4] Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.Google Scholar ↗

[refR-5] Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. Longmans, Green.Google Scholar ↗

[refR-6] Han, F., & Ellis, R. A. (2019). Using collaborative learning activities to improve students’ critical thinking: A case study in a high school biology class. Educational Review, 71(1), 21–40. https://doi.org/10.1080/00131911.2017.1288752DOI ↗Google Scholar ↗

[refR-7] Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3DOI ↗Google Scholar ↗

[refR-8] Monyatsi, P. P. (2020). Teachers’ perceptions on the implementation of the competency-based curriculum in Botswana. European Journal of Education Studies, 6(12), 15–28. https://doi.org/10.5281/zenodo.3594757DOI ↗Google Scholar ↗

[refR-9] Ndahayo, G., Bikorimana, J. P., & Ndayisaba, F. (2022). Teachers’ perceptions on the effectiveness of competency-based curriculum in promoting learners’ critical thinking skills in Rwanda. International Journal of Education and Research, 10(3), 89–102. https://www.ijern.com/March-2022.phpGoogle Scholar ↗

[refR-10] Olum, R., Kizito, S., & Kiguli, S. (2020). Gender and critical thinking skills among undergraduate students in Uganda: A cross-sectional study. BMC Research Notes, 13, 385. https://doi.org/10.1186/s13104-020-05253-wDOI ↗Google Scholar ↗

[refR-11] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.Google Scholar ↗

[refR-12] UNESCO. Education for All Global Monitoring Report: Education for All 2000-2015: Achievements and Challenges. UNESCO; 2015.Google Scholar ↗

[refR-13] Tomlinson CA. How to differentiate instruction in mixed-ability classrooms (2nd ed.). ASCD; 2001.Google Scholar ↗

[refR-14] Open University. (2008). Thinking critically (www.open.ac.uk/skillsforstudy)Google Scholar ↗

[refR-15] Paul, R., & Elder, L. (2006). Critical Thinking: The Art of Socratic Questioning. Foundation for Critical Thinking.Google Scholar ↗

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[refR-20] Schcolnik, M., Kol, S., & Abarbanel, J. (2006). Constructivism in theory and in practice. English Teaching Forum, 44(4), 12-20.Google Scholar ↗

[refR-21] Sk, S., & Halder, S. (2020). Critical thinking disposition of undergraduate students in relation to emotional intelligence: Gender as a moderator. Heliyon. https://doi.org/10.1016/j.heliyon.2020.e05477DOI ↗Google Scholar ↗

[refR-22] Tilfarlioglu, F. Y., & Ciftci, F. S. (2011). Supporting self-efficacy and learner autonomy in relation to academic success in EFL classrooms. Theory and Practice in Language Studies, 1(10), 1284-1294. https://doi.org/10.4304/tpls.1.10.1284-1294DOI ↗Google Scholar ↗

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[refR-24] Von Glasersfeld, E. (1996). Introduction: Aspects of constructivism. In C. T. Fosnot (Ed.), Constructivism: Theory, perspectives, and practice (pp. 3-7). Teachers’ College Press.Google Scholar ↗

[refR-25] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.Google Scholar ↗