Technology-Enhanced Transformative Teaching Strategies and Students’ Critical Thinking Skills
Keywords:
Technology, Learning, Teaching Strategies, Critical Thinking Skills, Flipped ClassroomAbstract
This study examined technology-enhanced transformative teaching strategies and students’ critical thinking skills. The objectives were to determine differences in critical thinking skills among students taught using flipped classroom via video-based learning, collaborative online learning, and teacher-led video-supported instruction, and to examine gender differences in critical thinking under collaborative online learning and teacher-led video-supported instruction. Two research questions guided the study, while two hypotheses were tested at a 0.05 level of significance. A quasi-experimental design involving a non-equivalent pretest–posttest control group was adopted. The sample comprised 240 undergraduate students from three universities in Rivers State, selected using intact classes. The Critical Thinking Skills Test (CTST) with a reliability coefficient of 0.81 (KR-21) was used for data collection. Data were analysed using mean and standard deviation, while ANCOVA was used for hypothesis testing. Findings showed that all instructional strategies improved students’ critical thinking skills. However, flipped classroom via video learning recorded the highest mean gain, followed by collaborative online learning, and teacher-led video-supported instruction. ANCOVA results revealed a significant difference among instructional strategies. Gender analysis also showed a significant difference with male students slightly outperforming female students in mean gain scores. The study concludes that technology-enhanced transformative teaching strategies significantly enhance students’ critical thinking skills, with learner-centred approaches being more effective than teacher-led instruction. It recommends increased adoption of flipped classroom and collaborative online learning strategies in higher education to strengthen critical thinking development.
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