BEHIND THE NUMBERS: EXPLORING STUDENTS' LEARNING EXPERIENCES WITH THE SIX THINKING HATS INSTRUCTIONAL STRATEGY IN NIGERIAN BASIC EDUCATION

Abstract

A substantial body of studies has documented, largely through quantitative 
evidence, the effectiveness of the Six Thinking Hats instructional strategy (STHIS) 
in enhancing students' learning outcomes. However, there remains a critical need to 
look behind numerical indicators to understand how pedagogical practices are 
experienced among students in real classroom contexts. Using a descriptive 
phenomenological design, this study explores Basic Education students' views and 
experiences associated with the use of STHIS in the Nigerian classroom contexts. 
Data were collected through semi-structured focus group interviews with nine (9) 
students. Following the thematic analysis, five (5) key themes emerged: (i) 
structured thinking enhances conceptual understanding, (ii) role-based participation 
promotes inclusive classroom engagement, (iii) role of emotional safety and 
confidence, (iv) guided learning supports cognitive organisation, and (v) cognitive 
load and time constraints present potential challenges.  Drawing on this rich 
qualitative data, the findings indicate that STHIS, associated with a structured, role
based, and cognitively scaffolded approach, enhances conceptual understanding, 
promotes inclusive participation, fosters emotional safety in the classroom and 
supports cognitive organisation. However, the study identified several challenges, 
namely, cognitive load and time constraints, as potential challenges that could 
inhibit classroom instruction through STHIS. Overall, the study provides nuanced 
and valuable insights into how STHIS shapes students' overall learning experiences 
within the Nigerian educational context and provides a foundation for broader 
future research.