USING CRITICAL THINKING TECHNIQUES TO ENHANCE STUDENTS’ ACADEMIC PERFORMANCE IN SOCIAL STUDIES AT SANIEL JUNIOR HIGH SCHOOL BASIC 8

Description

This study investigates the effect of using critical thinking techniques to enhance academic performance in Social Studies among Basic Eight students at Saniel junior high school. Recognizing the persistent underperformance linked to traditional rote learning methods, the research implemented a four-week intervention incorporating strategies such as guided questioning, group discussions, problem-solving, and reflective writing. A total of 15 students participated in pre- and post-intervention assessments, including observations and standardized tests. Results showed a significant improvement in students’ critical thinking skills and academic achievement, with a measurable increase in average test scores. The findings highlight the importance of active, reflective learning approaches in fostering higher-order thinking and suggest that integrating critical thinking techniques into Social Studies instruction can substantially improve student outcomes. Recommendations are made for curriculum development, teacher training, and resource allocation to sustain these gains in Ghanaian basic education.