This descriptive type of research renders to assess and identify the factors that intervene with the level of critical thinking skills of Grade 10 students of Manuel S. Enverga University Foundation-Candelaria, Inc. The researchers identified two general factors namely the student-factor and teacher-factor. Student-factors include two sub-factors such as their attitude towards the subject and their learning strategies and styles.
Meanwhile, teaching strategies and styles, art of questioning, and instructional materials are included in the teacher-factors. There are one hundred eighty seven (187) respondents statistically drawn via systematic stratified random sampling. To answer the following problems, the researchers used an adapted test questionnaire known as THE CEU-LOPEZ CRITICAL THINKING TEST by Dr. Marcos Y. Lopez and the researcher-made four-point Likert scale questionnaire.
The results revealed that the students are at the Beginning Thinker Level. It also showed that the five factors positively intervene with the level of critical thinking of students.
Table of Contents
- Acknowledgement
- Dedication
- Table of Contents
- Abstract
- Introduction
- Methodology
- Results
- Discussion
- Bibliography
- APPENDICES
- A. Questionnaires
- B. Computations
Objectives and Key Themes
This undergraduate thesis aims to investigate the intervening factors influencing the critical thinking skills of Grade 10 students in mathematics and science at Manuel S. Enverga University Foundation-Candelaria, Inc. The research seeks to identify and analyze these factors to provide insights into improving critical thinking abilities.
- Level of critical thinking skills in mathematics and science among Grade 10 students.
- Identification of student-related factors influencing critical thinking skills.
- Identification of teacher-related factors influencing critical thinking skills.
- Relationship between identified factors and critical thinking skill levels.
- Implications for enhancing critical thinking skills in mathematics and science education.
Chapter Summaries
Introduction: This chapter introduces the research problem, providing background information on the importance of critical thinking in mathematics and science education. It outlines the research objectives and questions, highlighting the significance of understanding the factors influencing critical thinking skills among Grade 10 students. The chapter establishes the context for the study and sets the stage for the subsequent methodological and analytical sections.
Methodology: This section details the research design, participants, instruments used (likely a questionnaire), data collection procedures, and statistical analysis techniques employed. It provides a comprehensive description of the research methods, ensuring the study's replicability and allowing readers to assess the validity and reliability of the findings. The rigorous description of the methodology is crucial for evaluating the credibility of the research.
Results: This chapter presents the quantitative findings of the study, providing a detailed analysis of the data collected through the chosen instruments. The results section will likely showcase statistical measures such as means, standard deviations, and correlations, relating student and teacher factors to the level of critical thinking skills exhibited by the Grade 10 students. The presentation of data will be organized and clearly illustrated to facilitate understanding.
Discussion: This chapter interprets the findings presented in the results section, discussing the implications of the study's findings. It will likely analyze the relationships between the identified intervening factors and the level of critical thinking skills, considering potential limitations of the study. The discussion chapter aims to connect the results to existing literature and propose recommendations based on the research findings to improve critical thinking instruction and student outcomes.
Keywords
Critical thinking skills, mathematics education, science education, Grade 10 students, intervening factors, student factors, teacher factors, quantitative research, correlational analysis, educational implications.
Frequently Asked Questions: Undergraduate Thesis on Critical Thinking Skills
What is the main topic of this undergraduate thesis?
This undergraduate thesis investigates the factors influencing the critical thinking skills of Grade 10 students in mathematics and science at Manuel S. Enverga University Foundation-Candelaria, Inc. It aims to identify and analyze these factors to suggest improvements in critical thinking abilities.
What are the key objectives of this research?
The research seeks to determine the level of critical thinking skills among Grade 10 students in mathematics and science; identify student-related and teacher-related factors influencing these skills; analyze the relationship between these factors and critical thinking skill levels; and ultimately, provide implications for enhancing critical thinking skills in mathematics and science education.
What is included in the Table of Contents?
The Table of Contents includes standard academic sections: Acknowledgement, Dedication, Table of Contents, Abstract, Introduction, Methodology, Results, Discussion, Bibliography, and Appendices (containing questionnaires and computations).
What is the methodology used in this research?
The methodology section details the research design, participants, instruments used (likely questionnaires), data collection procedures, and statistical analysis techniques. It emphasizes a rigorous approach to ensure replicability and allow for assessment of the validity and reliability of the findings.
How are the results presented in the thesis?
The results chapter presents the quantitative findings, using statistical measures like means, standard deviations, and correlations to show the relationship between student and teacher factors and critical thinking skill levels. The data is organized and clearly illustrated for easy understanding.
What does the discussion chapter cover?
The discussion chapter interprets the findings, analyzing the relationships between identified factors and critical thinking skills, considering limitations of the study. It connects the results to existing literature and proposes recommendations for improving critical thinking instruction and student outcomes.
What are the key words associated with this research?
Key words include: Critical thinking skills, mathematics education, science education, Grade 10 students, intervening factors, student factors, teacher factors, quantitative research, correlational analysis, educational implications.
What type of research is this?
This is quantitative research, employing correlational analysis to examine the relationships between various factors and critical thinking skills.
What is the target population of this study?
The target population is Grade 10 students studying mathematics and science at Manuel S. Enverga University Foundation-Candelaria, Inc.
Where can I find the questionnaires and computations used in the study?
The questionnaires and computations are included in the appendices of the thesis.
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- Russel Moreno (Autor:in), Mariz D. Braza (Autor:in), Roly Duane R. De Villa (Autor:in), Kurt Matthew L. Refugido (Autor:in), 2016, Intervening Factors among Grade 10 Students’ Level of Critical Thinking Skills, München, GRIN Verlag, https://www.grin.com/document/321301
