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Students’ views regarding the barriers to learning critical thinking

Author

Listed:
  • Ikenna Franklin Eze

    (Cape Peninsula University of Technology)

  • Chux Gervase Iwu

    (University of Western Cape)

  • Jobo Dubihlela

    (Cape Peninsula University of Technology)

Abstract

This paper aims to evaluate students’ feedback on the impediments to developing critical thinking in the classroom. Interpretative phenomenological analysis techniques were used to obtain data from postgraduate and undergraduate students of an Internal Auditing department in a South African university. The students identified several barriers to developing critical thinking in the classroom some of which are (1) the lecturers who are most times not knowledgeable in the field of critical thinking, (2) the students themselves who are simply not interested, (3) finally the educational system, according to the students who all argued that critical thinking is not ingrained in the country's educational institutions. According to the students, their lack of knowledge of critical thinking including the lecturers’ seeming insufficient knowledge of critical thinking calls for urgent intervention in the form of re-curriculation and training of lecturers. The findings of this research could have important implications for the auditing profession, as lecturers are often challenged to identify innovative ways to assist students in improving their critical thinking skills. Key Words: Critical thinking, Interpretative Phenomenological Analysis, Auditing Students, Qualitative Research, Focus Groups

Suggested Citation

  • Ikenna Franklin Eze & Chux Gervase Iwu & Jobo Dubihlela, 2022. "Students’ views regarding the barriers to learning critical thinking," International Journal of Research in Business and Social Science (2147-4478), Center for the Strategic Studies in Business and Finance, vol. 11(4), pages 355-364, June.
    • Handle: RePEc:rbs:ijbrss:v:11:y:2022:i:4:p:355-364
    DOI: 10.20525/ijrbs.v11i4.1797
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    References listed on IDEAS

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    1. Carl Dahlman & Sam Mealy & Martin Wermelinger, 2016. "Harnessing the digital economy for developing countries," OECD Development Centre Working Papers 334, OECD Publishing.
    2. Valdonė Indrašienė & Violeta Jegelevičienė & Odeta Merfeldaitė & Daiva Penkauskienė & Jolanta Pivorienė & Asta Railienė & Justinas Sadauskas & Natalija Valavičienė, 2021. "Linking Critical Thinking and Knowledge Management: A Conceptual Analysis," Sustainability, MDPI, vol. 13(3), pages 1-17, February.
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    Cited by:

    1. Crystal Jia-Yi Lin, 2023. "General education competencies from students’ perspectives: a case study of a sports university in Taiwan," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-9, December.

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