Indigenous Pedagogic Tools and the Development of Critical Thinking Skills of Primary School Pupils in Mbengwi Sub-Division

Abstract

This study sought to investigate the role of proverbs on the development of critical thinking skills in primary school pupils in Mbengwi sub-Division. The study used the survey research design which comprises of cross-sectional and quantitative designs. We collected data using primary sources like questionnaires, focus group and interviews. The sample size of this study constituted 162 respondents (36 pupils, 123 teachers, selected from public, lay private and mission primary schools 2 pedagogic animators (PAs) and 1 Inspector of Basic Education (IBE)) from the schools and the Inspectorate of Basic Education in Mbengwi Sub-Divisions. The study employed the descriptive and inferential statistics using the ANOVA multiple regression approach. Findings of the study revealed that an increase in the use of proverbs lead to a moderate increase in the development of critical thinking skills. The (p-value) of .000, which was below the conventional alpha level of 0.05 This is indicative that there is a statistically significant relationship between the use of proverbs and the acquisition of critical thinking skills in primary school pupils in Mbengwi Sub-Division. From the findings, this study recommended that proverbs should be included in the primary school curriculum. The government, stakeholders and parents should reinforce them in teaching.