PROCESSES ASSOCIATED WITH THE ADOPTION OF MOBILE-BLENDED WITH INQUIRY-BASED LEARNING TO DEVELOP CRITICAL THINKING SKILLS IN NIGERIAN BUSINESS EDUCATION UNDERGRADUATE STUDENTS

Main Article Content

Augustine Agbi
Supanee Sengsri
Direk Teeraputon
Onjaree Natakuatoog

Abstract

The standard of the Nigerian educational system has continued to witness a decline over the years at all levels, contributing to the high rate of unemployment among graduates in the country. Jobs in the 21st century require, among others, employees’ abilities to analyse, evaluate, and synthesize knowledge to creatively solve problems, and these abilities are increasingly necessary for survival in the modern world. Despite the emphasis on the need to teach tertiary institution students critical thinking skills, which will better equip them for their future roles, most classrooms in Nigeria are still fraught with the traditional approaches. These methods only focus on equipping students with knowledge of concepts that do not adequately avail them with the required abilities to solve real-life problems in modern society. Jobs in the 21st century demand skills that are focused on what individuals can accomplish with their acquired knowledge through analysis, evaluation, and reconceptualization of information to solve problems. To achieve this, learners need to be engaged in active learning that encourages the use of their cognitive process, to sufficiently prepare them for the future. Cognitive development requires that learning should not just consist of repetitive accumulation of facts and knowledge, but must also encompass effective deep conceptual change to support life-long learning. The main objective of this study was to investigate the processes associated with the effective adoption of mobile-blended inquiry-based learning for critical thinking enhancement. A cross-sectional study that used survey and documentary research was conducted among 120 business educators from three states of the thirty-six states of Nigeria, A validated self-administered questionnaire was used to collect data, which were analysed using mean, standard deviation, and percentage. The study revealed both the online and face-to-face activities of teachers and students that are significantly associated with effective adoption.

Article Details

How to Cite
Agbi, A., Sengsri, S. ., Teeraputon, D. ., & Natakuatoog, O. . (2022). PROCESSES ASSOCIATED WITH THE ADOPTION OF MOBILE-BLENDED WITH INQUIRY-BASED LEARNING TO DEVELOP CRITICAL THINKING SKILLS IN NIGERIAN BUSINESS EDUCATION UNDERGRADUATE STUDENTS. Journal of Education and Innovation, 24(3), 1–23. Retrieved from https://so06.tci-thaijo.org/index.php/edujournal_nu/article/view/251833
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Research Articles

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