The Relationship Between Learning Strategies and Critical Thinking Among Undergraduates

Critical thinking and learning strategies play important roles in supporting effective learning among undergraduates in higher education settings. Therefore, this study explores the relationship between learning strategies and critical thinking among undergraduates. Specifically, the study investigates learners’ perceptions of critical thinking, cognitive strategies, metacognitive strategies, and resource management strategies, as well as the relationship between critical thinking and learning strategies. This study employed a quantitative survey research design involving 322 undergraduate students selected through convenience sampling. The instrument used was a 5-point Likert scale questionnaire adapted from Wenden and Rubin (1987) and Pintrich et al. (1991). The questionnaire consisted of 42 items covering cognitive strategies, metacognitive self-regulation, and resource management strategies. Data were analysed using descriptive statistics, inferential statistics, and correlation analysis. The findings revealed that learners generally demonstrated positive perceptions towards the use of critical thinking and learning strategies during learning activities. The study also found significant positive relationships between critical thinking and cognitive, metacognitive, and resource management strategies. However, no significant differences were found across faculties and SPM English achievement backgrounds. Overall, the findings suggest that critical thinking plays an important role in influencing learners’ use of learning strategies in higher education contexts. The study provides useful pedagogical implications for promoting active and self-regulated learning among undergraduates.

Critical thinking, learning strategies, cognitive strategies, metacognitive strategies, resource management

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