Effect of critical thinking skills on numerate behaviours among management and business-related higher education students: a Nigerian case

The rise in student failures and dropouts in Nigerian higher education has become a social concern, largely due to a lack of necessary numerical skills. A study in Osogbo, Nigeria, explored the impact of critical thinking strategies on numerical competence among 118 non-science students. Researchers used a pretest-posttest design with a numeracy test and a math efficacy scale to assess numerical behaviour and mathematics self-efficacy. Results highlighted the need for interventions to boost academic achievement. The findings revealed a significant main effect of treatment on critical thinking skills (CTS) and mathematics self-efficacy (F(1, 113), p < .01) on numerate behaviour. Additionally, an interaction effect between CTS and mathematics self-efficacy (F(1, 113), p < .01) was observed among the participants. The study highlighted the importance of bolstering critical thinking skills in undergraduates. It also recommended that education policymakers improve the connection between high school and tertiary education to ease students’ transition.