THE ROLE OF CLASSROOM DEBATES IN STUDENTS CRITICAL THINKING AND COMMUNICATION SKILLS IN IKA SOUTH LOCAL GOVERNMENT AREA OF DELTA STATE

This study examined the role of classroom debates in critical thinking and communication skills among students in Ika South Local Government Area of Delta State. The research was guided by five objectives and five research questions, along with corresponding hypotheses, to determine the extent to which debate activities influence students' reasoning and communication competencies. The study adopted a descriptive survey design. The target population comprised junior secondary school students from selected schools within the local government area. A sample of 300 students was drawn using Stratified random sampling technique. Data were collected using a structured questionnaire titled Debate Participation and Student Development Questionnaire (DPSDQ). The data were analyzed using both descriptive statistics and inferential statistics. The hypotheses in this study were tested using simple regression analysis and Analysis of Variance (ANOVA). Findings revealed that classroom debates significantly enhance students’ critical thinking abilities, such as logical reasoning, argument construction, and evidence-based judgment. Furthermore, debate participation improved communication skills, including clarity of speech, confidence, and active listening. However, implementation challenges such as lack of debate resources, time constraints, and students’ fear of public speaking were noted. The study concludes that classroom debates are an effective pedagogical strategy for promoting intellectual and interpersonal growth. It recommends the integration of debates into the school curriculum, capacity building for teachers, and the provision of structured debate guidelines. Future research is encouraged to explore comparative and longitudinal impacts of debates in different educational settings.