Research Based Learning and It’s Influence on the Development of Critical Thinking among Students in Higher Education Institutions in Arusha Region, Tanzania

Research Based Learning and It’s Influence on the Development of Critical Thinking among Students in Higher Education Institutions in Arusha Region, Tanzania

Loshilu Sambweti & Kennedy Omondi Otieno
St. Augustine University of Tanzania (SAUT), Arusha.
Email: sambweti77@gmail.com/ omondiken2016@gmail.com

Abstract: This study assessed Research-Based Learning (RBL) and its influence on the development of critical thinking among students in higher education institutions (HLIs) in Arusha region. The study adopted Sequential Explanatory Design and mixed-methods approach. The objectives were to: assess barriers to RBL that affect the development of critical thinking skills among students in HLIs and propose strategies for improving RBL practices. Experiential Learning Theory guided the study. The target population consisted of 1,000 undergraduate, 600 postgraduate students & 34 lecturers. The sample size of 94 consisted of 14 lecturers selected purposively, 50 undergraduate and 30 postgraduate students selected by Stratified and simple random sampling methods. Data were collected using document analysis, interviews and questionnaires. Validity was established through expert judgment. Reliability of questionnaires for Likert-type items was determined after a pilot study & analyzed in Statistical Package for Social Sciences (SPSS) version 23 where Cronbach Alpha coefficient of r=0.767 was generated. Credibility of qualitative instruments was established through detailed reporting of the research process, peer debriefing and triangulation. Descriptive statistics & thematic analysis were adopted. Findings revealed that financial constraints, inadequate mentorship and limited time are barriers facing RBL. The study concludes that to nurture critical, autonomous, and solution-oriented graduates, HLIs should adopt a policy-driven and well-resourced Research-based learning RBL model embedded within a strong institutional research culture. The study recommends a curriculum that integrates research skills development from first year, increased budgetary allocation for research support, investment in digital infrastructure and formal training for supervisors tasked with mentoring student researchers.