Chirikure, Tamirirofa.Gorogodo, Darlington Masimba.2025-12-092025-12-0920232023https://hdl.handle.net/10413/24210Masters Degree. University of KwaZulu-Natal, Durban.The Department of Basic Education in South Africa has strongly emphasised fostering critical thinking skills in learners, a priority that continues to be relevant in light of technological advancements and the evolving demands of life and work in the 21st century. In this study, an explanatory sequential mixed methods approach was adopted with the purpose of identifying the factors that are related to the level of critical thinking skills of Grade 11 learners, particularly those enrolled in different academic subject streams. An understanding of how and why these factors are related to the critical thinking skills of Grade 11 learners enrolled in different academic subject streams was sought in this study. In gathering data, 116 participants were conveniently selected, and the Cornell Critical Thinking Skills Test Level X survey was administered to them, while nine participants were engaged in focus group interviews. Key findings drawn from the data were a statistically significant difference in participants' performance in the critical thinking skills test based on the academic subject stream, F (2,110) =10.49; p = .001, with 𝜂2 = .160. Specifically, Science and Technology learners performed better in contrast to their counterparts in the Commerce and Business academic subject stream and Human Sciences and Social Services academic subject stream. The Mathematical group participants were enrolled in was also significantly related to differences in participants' critical thinking skills test performance, t (114) = 6.62; p = .001 with a Cohen d = 1.31. The Core Mathematics learners performed better on the test when compared to their Mathematical Literacy counterparts. Gender (F (1,114) = 0.35; p = .554), recognised home language (F (4,106) =1.27; p = .285), and area of residence of participants (F (2,110) = 0.95; p = .38) did not have a statistically significant relationship with participants' performance in the critical thinking skills test. The qualitative findings revealed that the choice of academic subject stream participants enrolled in was not related to the need to develop critical thinking skills but to prepare them for career aspirations, knowledge skills and the need to address the injustices some participants encountered in their communities. The Department of Basic Education in South Africa should actively incorporate pedagogy to influence the development of critical thinking skills across all academic subject streams. Empowering educators with effective teaching methods to nurture critical thinking in learners within different academic streams is also crucial. When choosing academic subjects for enrolment, a significant emphasis should be placed on cultivating critical thinking skills alongside acquiring conceptual knowledge and skills relevant to future career aspirations. Additionally, there is a pressing need to explore utilising all officially recognised home languages in the instruction and learning process across all academic subject streams. This approach can positively influence the development of critical thinking skills in individuals.enCC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/Critical thinking skills.Cornell critical thinking skills test level x.Inductive reasoning.Deductive reasoning.Credibility of judgements.Thesis