Effect of Students’ Autonomous Learning on Critical Thinking Skills at Higher Education Level

Abstract

The current study examined the effect of autonomous learning on critical thinking abilities among university students in Lahore, along with the correlation between autonomous learning and critical thinking skills. An ex-post facto research design was used to conduct the current study. A multi-stage random sampling technique was employed to select a sample of 1829 university students from four different universities in Lahore. The research instruments used in the collection of data were two adapted questionnaires that measured autonomous learning and critical thinking skills. The scales were tested by professionals and the reliability was established with the help of Cronbach alpha (α = .84). The correlation between the two variables was investigated with the help of inferential statistic methods. There was a strong and positive significant of autonomous learning on critical thinking abilities.  The results indicated there was a strong positive correlation between autonomous learning and critical thinking and it means that the students who have higher autonomous learning also have better cognitive, metacognitive and problem-solving skills. The findings have important implications that highlight the profoundness of learner-centered approaches in facilitating critical thinking, self-regulation and reflective practice. The results of this research have relevance to the current literature in terms of filling gaps regarding the effect of autonomous learning on cognitive development and providing practical implication to educators and policymakers in promoting independence, adaptability, and lifelong learning in higher education.