Exploring the Relationship Between Critical Thinking and Learning Style Among Secondary School Students in Uttar Pradesh
Keywords:
Critical thinking, Learning styles, Secondary education, Uttar Pradesh, contemporary educationAbstract
Critical thinking represents a cornerstone of educational success, enabling students to analyze, evaluate, and synthesize information effectively. Learning styles, on the other hand, reflect individual preferences for absorbing and processing knowledge, such as through visual, auditory, or kinesthetic modalities. This systematic review examines the interplay between these two constructs among secondary school students in Uttar Pradesh, India, drawing on empirical studies to synthesize evidence. A comprehensive search of databases including PubMed, ERIC, ResearchGate, and Google Scholar yielded 15 relevant studies involving over 2,500 participants, primarily from Indian contexts. Key findings indicate moderate levels of critical thinking skills among students, with visual learning styles dominating (approximately 40%), followed by auditory and kinesthetic styles (30% each). A significant positive correlation emerges between visual learning styles and enhanced critical thinking abilities. The review highlights implications for educators, suggesting the integration of visual aids to foster critical thinking. Limitations include regional variability and the need for longitudinal research. This synthesis underscores the value of tailoring instruction to learning styles to optimize cognitive development.
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