Optimising Critical Thinking in Graduate Education: The Role of Guided Facilitations
Abstract
As the professional world becomes more complex, the ability to think critically is increasingly recognised as a vital skill for success. This study explored the impact of guided facilitation on the development of critical thinking skills among graduate students at Gulu University. The aim was to investigate how structured facilitation, involving reflective exercises and guided interactions, helped students apply theoretical knowledge in practical settings, deepening their understanding of intricate issues. A qualitative methodology was employed, gathering insights through interviews and focus group discussions with current graduate students, recent alumni, and faculty. The findings indicated that participants considered critical thinking fundamental to academic achievement and future career success. Guided facilitation was identified as a powerful tool for enhancing analytical thinking, problem-solving, and the ability to synthesise multiple perspectives. Graduates reported significant improvements in their capacity to dissect complex problems, assess evidence critically, and generate innovative solutions. Additionally, the study highlighted the value of incorporating culturally diverse facilitation strategies, which broadened students' understanding of different socio-economic realities relevant to their fields. However, the study also revealed challenges in the consistent application of guided facilitation within the curriculum, suggesting the need for better integration and institutional support. In conclusion, the research underscored the effectiveness of guided facilitation in strengthening critical thinking. By bridging theoretical concepts with real-world applications, guided facilitation enhanced students' problem-solving and creative thinking, equipping them for future challenges. The study advocates for the increased incorporation of guided facilitation in graduate programs and recommends further research to assess its long-term impact on critical thinking development
Downloads
References
Adams, R., & Green, C. (2023). Adapting facilitation strategies in a rapidly changing academic environment. Academic Press.
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
Beauchamp, T. L., & Childress, J. F. (2019). Principles of biomedical ethics (8th ed.). Oxford University Press.
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom (ASHE-ERIC Higher Education Report No. 1).
Bowen, G. A. (2020). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40.
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597.
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE Publications.
Brookfield, S. D. (2012). Teaching for critical thinking: Tools and techniques to help students question their assumptions. Jossey-Bass.
Bryman, A. (2022). Social research methods (6th ed.). Oxford University Press.
Canning, J. (2019). The student as producer approach in higher education. Studies in Higher Education, 44(6), 1053–1063.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Darder, A. (2017). Reinventing Paulo Freire: A pedagogy of love. Routledge.
Denzin, N. K., & Lincoln, Y. S. (2018). The SAGE handbook of qualitative research (5th ed.). SAGE Publications.
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys: The tailored design method (4th ed.). Wiley.
Faden, R. R., & Beauchamp, T. L. (1986). A history and theory of informed consent. Oxford University Press.
Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment.
Fetters, M. D. (2020). The mixed methods research workbook. SAGE Publications.
Flick, U. (2018). An introduction to qualitative research (6th ed.). SAGE Publications.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.
Garrison, D. R., & Akyol, Z. (2013). The community of inquiry theoretical framework. In M. G. Moore (Ed.), Handbook of distance education (pp. 104–120). Routledge.
Guest, G., Namey, E., & Mitchell, M. (2020). Collecting qualitative data: A field manual for applied research. SAGE Publications.
Hancock, B., Ockleford, E., & Windridge, K. (2009). An introduction to qualitative research. NIHR Research Design Service for the East Midlands / Yorkshire & the Humber. https://www.rds-yh.nihr.ac.uk/wp-content/uploads/2013/05/5_Introduction-to-qualitative-research-2009.pdf
Johnson, D. W., & Johnson, R. T. (2018). Cooperative learning: The foundation for active learning. Springer.
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2020). Kirkpatrick’s four levels of training evaluation. Association for Talent Development.
Korstjens, I., & Moser, A. (2018). Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. European Journal of General Practice, 24(1), 120–124. https://doi.org/10.1080/13814788.2017.1375092
Kuhn, T. S. (2019). The structure of scientific revolutions (4th ed.). University of Chicago Press.
McLaren, R. (2015). The impact of mindfulness on work stress and performance. Journal of Applied Psychology, 100(5), 1541–1552. https://doi.org/10.1037/apl0000020
Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). SAGE Publications.
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Michael, J. (2006). Where's the evidence that active learning works? Advances in Physiology Education, 30(4), 159–167.
Morgan, D. L. (2023). Focus groups as qualitative research (3rd ed.). SAGE Publications.
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1– 13. https://doi.org/10.1177/1609406917733847
O’Leary, Z. (2017). The essential guide to doing your research project (3rd ed.). Sage.
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
Paul, R., & Elder, L. (2014). Critical thinking: Tools for taking charge of your professional and personal life. Pearson.
Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Sage.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231.
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475. https://doi.org/10.1006/ceps.1994.1033
Schmidt, F. L., Hunter, J. E., & Outerbridge, A. N. (2016). The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 100 years of research findings. Personnel Psychology. https://doi.org/10.1111/peps.12163
Shamoo, A. E., & Resnik, D. B. (2015). Responsible conduct of research (3rd ed.). Oxford University Press.
Sharma, S. K., Mudgal, S. K., Gaur, R., Chaturvedi, J., Rulaniya, S., & Sharma, P. (2021). Navigating sample size estimation for qualitative research. Journal of Medical Evidence, 5(2), 133–139. https://doi.org/10.1016/j.jmedent.2021.01.003
Stake, R. E. (1995). The art of case study research. SAGE Publications.
Sternberg, R. J. (2018). Critical thinking in psychology. Cambridge University Press.
Thorne, S., Kirkham, S. R., & MacDonald-Emes, J. (2016). Interpretive description: A noncategorical qualitative alternative for developing nursing knowledge. Research in Nursing & Health, 20(2), 169–177.
Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631–645. https://doi.org/10.1080/01443410500345172
Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & Health Sciences, 15(3), 398–405. https://doi.org/10.1111/nhs.12048
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wagner, C. (2010). Doing social science research: A practical guide (2nd ed.). McGraw-Hill Education.
Willingham, D. T. (2017). The reading mind: A cognitive approach to understanding how the mind reads. Jossey-Bass.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
Copyright (c) 2025 Gloria Lamaro, Joseph Kimoga, Dianah Nampiija, Frank Reichert
This work is licensed under a Creative Commons Attribution 4.0 International License.
