Critical Analysis on Prevailing Teaching Strategies Promoting Critical Thinking in Public Elementary Classroom: A Survey of District Shaheed Benazirabad

Abdul Waheed Dahri, Mehboob Ali Dehraj, Naseem Hyder Rajput, Masroor Hussain Abbasi


Critical teaching is the process of students' intellectual development, which is used for conceptualization, communication, problem identification, collecting data through observation, analyzing information, and problem-solving and reflecting high-order thinking in the elementary classroom. The purpose of this study was to analyze the effective teaching strategy that promoted critical thinking among the students of public elementary schools in four Talukas of District Shaheed Benazirabad. A self-made questionnaire containing 15 statements was distributed among 102 participants including 64 male and 38 female teachers in 28 public elementary schools. The target population was 314 junior school teachers in 64 public elementary schools in the district. From the statistical data, it was analyzed, overall 82.35% of respondents found either strongly agree or agree and recommended the ‘visual-aid’ teaching strategy promotes high order critical thinking in public elementary classrooms. ‘Problem-based activity’ and ‘making charts on the topic’ were also recommended as 68.72% and 64.70% respectively. From the findings it was analyzed that the visual aid teaching strategy observed as more effective and result oriented and was concluded that Visual-aid is widely integrating technology being used as a teaching tool to promote critical thinking and logics through colorful text, voice, pictures, and videos. The study is very important because it has dragged the teachers’ attention toward the most effective and result-oriented teaching strategies.

Keywords: Critical thinking; teaching strategies; elementary students; classroom.

DOI: 10.7176/JEP/11-12-14

Publication date: April 30th 2020

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