Peer Interaction as a Predictor of Secondary Schools Computer Studies Students’ Critical Thinking in Anambra State
Abstract
This study examined peer interaction as a predictor of secondary school students' critical thinking skills in Computer Studies in Anambra State, Nigeria. Guided by two research questions and two null hypotheses tested at a 0.05 significance level, the study employed a predictive correlational design. The population comprised 42,572 Senior Secondary Two (SS2) students enrolled in Computer Studies, with a sample of 800 selected through multistage random and purposive sampling techniques. Data were collected using the Peer Relations Questionnaire and the Watson-Glaser Critical Thinking Appraisal (W- GCTA), both validated by three experts from Nnamdi Azikiwe University, Awka. Reliability analysis using Cronbach's Alpha for PRQ (0.88) and Kuder-Richardson Formula 20 for W- GCTA (0.89) confirmed internal consistencies of the instruments. The instruments were administered with the assistance of ten research assistants. Data analysis was conducted using simple and multiple linear regression. Key findings indicated that peer interaction accounted for 0.8% of the variance in critical thinking skills scores, with each unit increase in peer interaction leading to a 0.088 rise in critical thinking. Additionally, peer interaction significantly predicted critical thinking, although none of its individual dimensions (pro- social behaviour, victimization, bullying tendencies) made a significant independent contribution. The study concluded that peer interaction, as a global construct, plays a modest but significant role in fostering critical thinking in Computer Studies. Based on these findings, it was recommended that Computer Studies teachers should deliberately structure collaborative peer activities such as pair programming and code reviews to enhance students' analytical and reasoning skills.
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