Main Article Content


The study examined the application of ICT in developing critical thinking among Social Studies pre-service teachers and assessed the role of gender on the application of ICT in Social Studies.  Two hypotheses were tested in this study.  The study adopted a quasi-experimental design A simple random sampling technique was used in selecting two out of three Colleges of Education in Kogi State and self-selecting sampling procedure was used in identifying the subjects. The researcher made use of 70 pre-service 200 level Social Studies students in the two selected government owned Colleges of Education in Kogi State. Thirty-five pre-service teachers were selected from each of the two colleges of education.  Two instruments were used, namely, Controversial Issues and ICT Instructional Package (CIIIP) and Controversial Issues Achievement Test (CIAT) r = .86.  The administration of the instrument lasted for six weeks. Data collected were analysed using ANCOVA.  The results of the analysis indicate that ICT related strategies such as social media strategy contributed more significantly than conventional method in enhancing learning outcomes of the students in controversial issues discussion in Social Studies and there is moderating effect of academic ability on the students’ post-test achievement scores in controversial issues discussion in Social Studies.  Based on the findings, it is recommended that ICT related strategies will be of immense benefit in improving academic achievement of students in Social Studies, hence the use of ICT in Social Studies classroom should be inculcated in the curriculum of Social Studies educators.


critical thinking ICT social studies pre-service teachers

Article Details

Author Biographies

Zabur Olayiwola Soluade, Tai Solarin University of Education, Ijebu-Ode, Ogun State, Nigeria.

College of Social and Management Sciences Department of Sociological Studies

Samuel Olayinka Idowu, Micheal Otedola College of Primary Education, Noforija, Epe, Lagos State.

Department of Social Studies School of Arts and Social Sciences

Adedayo Oyewole Sofadekan, Tai Solarin University of Education, Ijebu-Ode, Ogun State, Nigeria.

Department of Sociological Studies College of Social and Management Sciences

How to Cite
Soluade, Z. O., Idowu , S. O., & Sofadekan, A. O. (2022). Application of Information Communication Technology in Developing Critical Thinking Among Social Studies Pre-Service Teachers in Kogi State. Interdisciplinary Journal of Education, 5(1), 36–47.


  1. Adeyemi, B. A., & Onigiobi, O. (2020). Re-examining Social Studies curriculum in Nigeria: Issues and challenges confronting the all-round development of 21st century learners. Journal of African Social Studies, 1(2), 12-19.
  2. Adeyemi, S. B. (2012). Developing critical thinking skills in students: A mandate for higher education in Nigeria. European Journal of Educational Research, 1(1), 155-161.
  3. Akinlaye, F. A., Mansaray, A., & Ajiboye, J. O. (1996). Fundamental of Social Studies teaching. Pumark Nigeria Limited.
  4. Al-Ghadouni, A. M. (2021a). Critical thinking: Components, skills, and strategies. Revista Argentina de Clínica Psicológica, XXX(2), 1-1-6.
  5. Al-Ghadouni, A. M. (2021b). Critical thinking and blended e-learning: A review of scientific studies. Revista Argentina de Clínica Psicológica, XXX(1),1016-1023.
  6. Alwadai, M. A. (2014). Islamic teachers’ perceptions of improving critical thinking skills in Saudi Arabian elementary schools. Journal of Education & Learning, 3(4), 37-48.
  7. Bataineh, O., & Alazzi, K. F. (2009). Perceptions of Jordanian secondary school teachers towards critical thinking. International Education, 38(2), 56-72.
  8. Bezanilla, M. J., Galindo-Domínguez, H., & Poblete, M. (2021). Importance of teaching critical thinking in higher education and existing difficulties according to teacher´s views. Multidisciplinary Journal of Educational Research, 11(1), 20-48. https://doi/10.4471/remie.2021.6159
  9. Bezanilla, M. J., Poblete, M., Fernández-Nogueira, D., Arranz, S., & Campo, L. (2018). El pensamientocríticodesde la perspectiva de los docentesuniversitarios. EstudiosPedagógicos, 44(1), 89-113.
  10. Choy, S. C., & Cheah, P. K. (2009). Teacher perceptions of critical thinking among students and its influence on higher education. International Journal of Teaching and Learning in Higher Education, 20(2), 198-206.
  11. Dilek, I., & Burhanettin, O. (2018). The effect of case-based curriculum on cognitive and affective characteristics of students. Journal of Education and Training Studies, 6(3), 13-18.
  12. Dramanu, B. Y., & Balarabe, M. M. (2013). Relationship between academic self-concept and academic performance of Junior high school students in Ghana. European Scientific Journal, 9(34), 93-104.
  13. Ennis, R. H. (2016). Critical thinking across the curriculum: A Vision. Topoi, 1–20.
  14. Febres, M., Pérez, A., & Africano, B. (2017). Las pedagogías alternativasdesarrollan el pensamientocrítico. Educere, 21, 269–274.
  15. Flores, D. (2016). La importancia e impacto de la lectura, redacción y pensamientocrítico enla educaciónsuperior. ZonaPróxima, 24, 128-135
  16. Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. The California Academic Press.
  17. García-Moro, F. J., Gómez-Baya, D., Muñoz-Silva, A., & Martín-Romero, N. A (2021). Qualitative and quantitative study on critical thinking in social education degree students. Sustainability, 13, 6865.
  18. Henry, L. (2015). The effects of ability grouping on the learning of children from low-income homes: A systematic review. The STeP Journal, 2(3), 70-87.
  19. Johnson-Laird, P. N., & Bryne, R. M. J. (1991). Deduction. Lawrence Erlbaum Associates.
  20. Johnson-Laird, P. N. (1983). Mental model: Towards a cognitive science language, inference, and consciousness. Harvard University Press.
  21. Khalid, L., Bucheerei, J., & Issah, M. (2021). Pre-service teachers’ perceptions of barriers to promoting critical thinking skills in the classroom. Sage Open Journal, 1-9.
  22. Khudhair, H. Y., Jusoha, A., Mardania, A., Nora, K. M., & Streimikieneb, D. (2019). A conceptual model of customer satisfaction: Moderating effects of price sensitivity and quality seekers in the airline industry. Contemporary Economics, 13(3), 283-292.
  23. Kirmizi, F. S., Saygi, C., & Yurdakal, I. H. (2015). Determine the relationship between the disposition of critical thinking and the perception about problem solving skills. Procedia - Social and Behavioral Sciences, 191, 657–661.
  24. Ollila, J., & Macy, M. (2019). Social Studies curriculum integration in elementary classrooms: A case study on a Pennsylvania Rural School. Journal of Social Studies Research, 43(1), 33–45.
  25. Preckel, F., Schmidt, I., Stumpf, E., Motschenbacher, M., Vogl, K., Scherrer, V., & Schneider, W. (2017). High-ability grouping: benefits for gifted students’ achievement development without costs in academic self-concept. Child Dev. doi: 10.1111/cdev.12996
  26. Saleh, S. E. (2019). Critical thinking as a 21st century skill: Conceptions, implementation and challenges in the EFL classroom. European Journal of Foreign Language Teaching, 4(1),1–16.
  27. Soluade, Z. O. (2018). Effects of case-based and scenario instructional strategies on learning outcomes of pre-service Social Studies teachers in Civic Education concepts [Unpublished PhD Thesis]. Olabisi Onabanjo University, Ago-iwoye.
  28. Steenbergen-Hu, S., Makel. M. C., & Olszewski-Kubilius, P. (2016). What One hundred years of research says about the effects of ability grouping and acceleration on K–12 students’ academic achievement. Review of Educational Research, 86 (4), 849–899.
  29. Whitlock, A. M. M., & Brugar, K. A. (2019). Teaching elementary Social Studies during snack time and other unstructured spaces. Journal of Social Studies Research, 43(3), 229–239.

Most read articles by the same author(s)

Similar Articles

1 2 3 4 5 6 > >> 

You may also start an advanced similarity search for this article.