Abstract:
The study was envisaged to examine how lecturers perceive critical
thinking skills (CTSs) as well as how they teach to develop such skills in
students. The study employed a sample of 42 participants using four data
collection methods namely semi-structured interview, focus group
discussion, participant observation and artefacts method of data collection.
Despite the extant misperceptions of what constitute CTSs among
lecturers, findings indicated that lecturers perceive CTSs as skills and
abilities, dispositions and skills that enable a person to perform some
functions. The study concludes that developing CTSs require changes in
the minds of lecturers and students. The study argues that there is no way
CTSs could be developed while students are less motivated and unwilling
to learn.
