METHOD OF TEACHING AND LEARNING: CRITICAL THINKING IN SOCIAL STUDIES EDUCATION IN OWAN EAST LOCAL GOVERNMENT AREA OF EDO STATE

Abstract

This study investigates the effectiveness of various teaching methods in promoting critical thinking skills among Junior Secondary School 2 (JSS 2) Social Studies students in Owan East Local Government Area of Edo State, Nigeria. Using a mixed-methods approach, the research examines not only the instructional strategies used by teachers but also evaluates how resource availability, classroom size, and school type (public vs. private) influence students’ critical thinking development. Data were collected through questionnaires, interviews, classroom observations, and focus group discussions, covering both public and private secondary schools. Findings reveal that student-centered teaching methods such as group discussions, debates, and problem-solving activities-significantly enhance critical thinking. However, their implementation is limited in public schools due to overcrowded classrooms, insufficient resources, and inadequate teacher training. The study highlights the urgent need for curriculum reform, investment in educational infrastructure, and sustained teacher professional development. It concludes that fostering critical thinking in Social Studies requires systemic support and instructional transformation, particularly in under-resourced school settings.