IMPACT OF FOSTERING CRITICAL THINKING AS A SUBJECT IN SECONDARY SCHOOLS IN AKOKO SOUTH WEST LOCAL GOVERNMENT OF ONDO STATE

The importance of fostering critical thinking in education has been widely recognized, yet its integration into Nigerian secondary schools remains limited. This study examined the impact of teaching critical thinking as a subject on students’ academic performance in secondary schools in Akoko South West Local Government Area of Ondo State. Four research questions were raised to guide the study. The study adopted a mixed-methods research design. The population consisted of secondary school students, teachers, and administrators, with a sample of 150 students, 10 teachers, and 5 administrators selected using multi-stage sampling techniques. Data were collected using questionnaires and interviews. Descriptive statistics (frequency and percentage) were used to analyze research questions, while inferential statistics (t-test and ANOVA) examined the relationship between critical thinking and academic performance. Findings revealed that critical thinking is rarely taught as a standalone subject but is embedded across the sciences and humanities. Students acknowledged its role in enhancing problem-solving and decision-making; however, challenges such as exam-oriented instruction, limited teacher training, and inadequate resources hinder effective implementation. The study concluded that deliberate curriculum integration, teacher professional development, and assessment reforms are essential for equipping students with critical thinking skills.