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Critical Thinking Skills: The Extent to which they are Taught in Physics Lessons in Secondary Schools of Transnzoia County, Kenya

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  • Dickson Kimeli Rutto

    (Centre For Teacher Education, University of Eldoret)

  • Simon Wanami

    (Centre For Teacher Education, University of Eldoret)

  • Peter Waswa

    (Centre For Teacher Education, University of Eldoret)

Abstract

The study sought to establish the extent to which critical thinking skills were taught in physics lessons, in secondary schools of Transnzoia County, Kenya. It was occasioned by the inadequate critical thinking skills exhibited by candidates as observed by the Kenya National Examination Councill’s (KNEC), Kenya Certificate of Secondary Education (KCSE) analysis reports in physics of the years 2018 and 2019. The research employed descriptive survey design, with both descriptive and inferential statistical tools used for data analysis. The target population was secondary school teachers of physics in the County. From the study, it was established that, the teaching of critical thinking skills in physics lessons did not adequately enhance learner’s critical thinking skills, as such put them at a disadvantaged position in problem solving, including solving higher-order-level questions in examinations.

Suggested Citation

  • Dickson Kimeli Rutto & Simon Wanami & Peter Waswa, 2023. "Critical Thinking Skills: The Extent to which they are Taught in Physics Lessons in Secondary Schools of Transnzoia County, Kenya," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(9), pages 130-135, September.
    • Handle: RePEc:bcp:journl:v:7:y:2023:i:9:p:130-135
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