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.

Abstract: This study investigated the challenges facing post-graduate students in conducting research in Universities in Arusha Region. The study assessed the significance of post-graduate students to conduct research in universities and suggested the intervening measures to the challenges facing post-graduate students in conducting research in universities in Arusha Region. The theory of Communicative Exchanges in Supervision guided the study. Convergent mixed methods design was adopted whereby the researcher collected both quantitative and qualitative data, analyzed them separately, and then compared the results to see if the findings confirm or disconfirm to each other. Data were collected using the questionnaire and structured interview. The study targeted 600 master students and 34 post-graduate lecturers. The sample size consisted of 130 respondents (10 Postgraduate Lecturers and 120 Postgraduate students). The instrument was tested for reliability where Cronbach coefficient Alpha was found to correlate at r = 0.858.While the trustworthiness of instrument for collecting qualitative data was done by ensuring its credibility, transferability and dependability indicating that the instruments were fairly reliable for the study. Quantitative data was analyzed using descriptive statistics in the SPSS version 25 and results were presented in charts, tables of frequencies and percentages. Qualitative data was analyzed thematically alongside research questions. The study revealed that Post-graduate research provides students with decision making and problem solving skills. The study suggested that research experts should disseminate enough knowledge and skills on research methodology to the post-graduate students and the number of research experts in universities in Arusha region should be increased.