Teacher as a Facilitator and Development of Critical Thinking and Problem-Solving Skills among Junior School learners in Tharaka South Sub-County, Tharaka Nithi County Kenya

Abstract

Traditionally, a teacher was placed as the central authority and the sole custodian of knowledge in the learning process. With the rapid changes in technology, education stakeholders have found themselves asking whether a teacher should just be a transmitter of information or should act as a facilitator who guides learners in developing desired competencies. The goal of this study was to investigate how the teacher as a facilitator enhances the abilities to think critically and solve problems in learners within the framework of contemporary education. This research employed descriptive research design. The study was anchored on Constructivism theory. The study targeted a population of 6,805 participants who included 65 Heads of Institutions, 5 Curriculum Support Officers, 520 Teachers and 6,215 learners. Simple Random and Purposive Sampling were employed to get a sample size of 363. Data was collected by use of interviews for Heads of Institution and Curriculum Support Officers while questionnaires were administered to Grade 8 Class Teachers and Grade 8 Learners. Education experts from department of education assessed the content, construct and face validity to ensure that the instruments have covered all the aspects of the research variables before the pilot study. The pilot study was conducted in one Junior School in Chiakariga Sub-County to ascertain dependability of the study tools whereby Cronbach's Alpha Coefficient average of 0.78 was established. Data analysis was conducted using the Statistical Package for Social Sciences version 31 for questionnaires and thematic analysis for the interviews. Descriptive statistics used were mean, frequencies, standard deviation, percentages and charts. Qualitative data was presented narratively while Quantitative data was presented in tables. The study findings indicated that teachers as facilitators of learning plays a critical role on the development of critical thinking and problem-solving skills among junior school learners. The study findings recommended that teachers should strengthen their role as facilitators by increasing learner-centered approaches. The results may also provide a basis for further research.