The influence of informal education on students' ability to use critical thinking in decision-making in Abaji Local Government Area, Federal Capital Territory
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- 1-5 Chapters
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- NGN 5000
Background of the Study
In today’s complex decision-making environments, critical thinking is an essential competency that empowers individuals to make informed and rational choices. Informal education, through its emphasis on experiential and reflective learning, plays a crucial role in developing these skills. In Abaji Local Government Area, Federal Capital Territory, informal educational practices—such as debate clubs, community forums, and project-based learning—are increasingly integrated into students’ educational experiences to enhance their critical thinking abilities in decision-making contexts (Martin, 2023). These non-formal learning activities encourage students to analyze information, assess alternative viewpoints, and make decisions grounded in logical reasoning and evidence. By engaging in discussions and collaborative problem-solving, learners are exposed to scenarios that mimic real-life decision-making challenges, thereby preparing them for future professional and civic responsibilities (Nguyen, 2024).
The educational landscape in Abaji is evolving, with educators recognizing the limitations of traditional lecture-based instruction that often emphasizes passive learning. Informal education provides a dynamic alternative, fostering an interactive environment where students actively participate in the learning process. Such methods have been found to significantly improve cognitive abilities, particularly in terms of critical analysis and evaluative judgment (O’Connor, 2025). Furthermore, the Federal Capital Territory’s diverse and vibrant socio-political environment offers a unique context for integrating informal educational practices into decision-making curricula. The fusion of theoretical knowledge with practical, hands-on experiences enables students to develop a balanced approach to problem-solving—one that is both analytical and innovative (Patel, 2023).
Recent initiatives have underscored the importance of embedding informal learning opportunities within formal education systems to cultivate critical thinking. By creating platforms for open dialogue and reflective practice, these programs encourage students to question assumptions and explore multiple solutions to complex problems. This approach not only enriches the learning experience but also builds the confidence required to make sound decisions in uncertain situations (Quinn, 2024). Ultimately, the influence of informal education on enhancing decision-making through critical thinking is a promising area of study that has significant implications for educational policy and practice in Abaji Local Government Area (Reed, 2025).
Statement of the Problem
Despite the recognized benefits of informal education in fostering critical thinking for effective decision-making, its implementation in Abaji Local Government Area faces several challenges. Traditional educational models in the region tend to focus on standardized testing and memorization, which leaves little room for the interactive and reflective learning processes that informal education demands (Martin, 2023). This gap in pedagogical approach results in a situation where students are inadequately prepared to apply critical thinking in real-world decision-making scenarios. Additionally, there is a scarcity of structured informal programs that specifically target decision-making skills, leading to missed opportunities for practical learning (Nguyen, 2024).
Furthermore, the lack of qualified facilitators trained in delivering experiential learning sessions poses a significant obstacle. Many educators, while experts in their academic fields, are often not equipped with the necessary skills to conduct interactive sessions that encourage deep analytical thinking (O’Connor, 2025). Resource constraints such as insufficient funding for extracurricular activities and limited access to modern teaching tools further hinder the integration of informal education into mainstream curricula (Patel, 2023). Social factors, including a cultural predisposition toward traditional learning methods, exacerbate the resistance to adopting innovative educational practices. As a result, students are frequently exposed to a one-dimensional mode of learning that stifles creativity and critical inquiry (Quinn, 2024). This study, therefore, seeks to identify and address these challenges by exploring the effectiveness of informal education in enhancing critical thinking for decision-making, thereby providing actionable insights for policymakers and educators in Abaji Local Government Area (Reed, 2025).
Objectives of the Study
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To evaluate the effect of informal education on enhancing critical thinking in decision-making.
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To identify the key informal learning activities that contribute to improved decision-making skills.
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To propose strategies for integrating informal education into existing curricula to foster critical decision-making.
Research Questions
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How does informal education impact students’ ability to use critical thinking in decision-making?
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What informal educational practices most effectively enhance critical decision-making skills?
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What challenges impede the implementation of informal education strategies aimed at improving decision-making?
Research Hypotheses
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H₁: Informal education significantly improves students’ critical thinking abilities in decision-making contexts in Abaji.
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H₂: There is a positive correlation between participation in informal learning activities and enhanced decision-making skills.
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H₃: Inadequate implementation of informal education negatively affects the development of critical decision-making skills.
Significance of the Study
This study is significant as it examines how informal education can enhance critical thinking in decision-making among students. The findings will provide educators and policymakers with valuable insights into effective non-formal teaching methods that complement traditional education. By demonstrating the benefits of experiential learning and reflective practice, the research aims to contribute to curriculum reforms that prepare students for complex decision-making scenarios in their personal and professional lives (Reed, 2025).
Scope and Limitations of the Study
This study is limited to investigating the influence of informal education on critical thinking for decision-making among students in Abaji Local Government Area, Federal Capital Territory. It focuses exclusively on local informal educational practices and does not extend to other regions or disciplines.
Definitions of Terms
• Informal Education: Learning processes that occur outside the formal academic setting, emphasizing experiential and participatory methods.
• Critical Thinking: The ability to analyze and evaluate information to make reasoned decisions.
• Decision-Making: The process of selecting the best course of action among various alternatives.
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