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
1. Introduction
2. Methodology
3. Results
4. Discussion
5. Bibliography
6. Appendices
6.A. Questionnaires
6.B. Computations
Research Objectives and Key Topics
The primary objective of this research is to assess and identify the various factors that intervene in the development and stimulation of critical thinking skills among Grade 10 students in Mathematics and Science, ultimately seeking to improve academic performance through a better understanding of these influences.
- Assessment of current critical thinking skill levels in Grade 10 students.
- Identification of student-centered factors, including attitudes and learning styles.
- Evaluation of teacher-centered factors, such as pedagogy, questioning techniques, and instructional materials.
- Correlation between identified factors and the active stimulation of cognitive development.
- Development of pedagogical recommendations to enhance critical thinking in Math and Science subjects.
Excerpt from the Book
CRITICAL THINKING
Critical thinking has significant parts within the context of every individual. According to Willingham (2007), critical thinking includes seeing things in different perspectives, acceptance of new ideas, ability to reason out in a more extensive way, deduction and induction of ideas, and solving problems. In addition, Lipman (2003) as cited by Thompson (2011) provides criteria in critical thinking of individuals. He posited that the manifestation of critical thinking is self-correcting, sensitive to context, and provides intellectual empowerment. In a simple context, critical thinking is the ability to analyze and evaluate ideas. Critical thinking skills are composed of analysis, evaluation, decision-making, reasoning, and problem solving. These skills are needed to be developed among the students to become good critical thinkers.
Summary of Chapters
Introduction: This chapter establishes the educational context of the K to 12 curriculum in the Philippines and highlights the critical importance of fostering higher-order thinking skills in students.
Methodology: This section details the descriptive, quantitative research design used, including the sampling of 187 Grade 10 respondents and the utilization of the CEU-Lopez Critical Thinking Test.
Results: This chapter presents the data regarding the students' current critical thinking levels, classifying the majority as "Beginning Thinkers," and outlines the statistical analysis of intervening student and teacher factors.
Discussion: This final section synthesizes the research findings, concludes that both student attitudes and instructional practices significantly influence critical thinking, and provides actionable recommendations for educators and future researchers.
Keywords
Critical Thinking, Grade 10 Students, Mathematics, Science, K to 12 Curriculum, Student-Factors, Teacher-Factors, Learning Styles, Art of Questioning, Instructional Materials, Educational Development, Cognitive Skills, Problem Solving, Pedagogical Strategies, Academic Performance
Frequently Asked Questions
What is the core focus of this research study?
The study primarily investigates the intervening factors that affect the level of critical thinking skills in Grade 10 students specifically within the disciplines of Mathematics and Science.
Which thematic areas are central to this work?
The research focuses on the impact of student-related variables, such as learning strategies and attitudes toward subjects, alongside teacher-related variables like teaching styles and instructional quality.
What is the ultimate goal or research question?
The main goal is to identify what specific factors hinder or promote critical thinking development, aiming to provide a roadmap for educators to better support student cognitive growth.
Which scientific methodology was employed?
The researchers utilized a descriptive, quantitative research design, gathering data through standardized test instruments and Likert-scale surveys to provide statistical insights.
What is covered in the main body of the work?
The main body examines existing literature on critical thinking, details the data collection process at Manuel S. Enverga University Foundation, and performs a statistical analysis of various student and teacher factors.
Which keywords best characterize this research?
Key terms include Critical Thinking, K to 12 Curriculum, Pedagogy, Learning Styles, and Quantitative Analysis.
What does the term "Beginning Thinker" signify in this study?
Based on the CEU-Lopez Critical Thinking Test norms, "Beginning Thinker" is the classification assigned to students who scored between 22 and 28 points, indicating they are in the early stages of developing advanced critical analysis skills.
How do teacher-factors positively correlate with student thinking?
The study found that teachers who actively facilitate learning, use case-based scenarios, and employ "Why" and "How" questioning techniques positively intervene in the students' critical thinking processes.
- Citation du texte
- Russel Moreno (Auteur), Mariz D. Braza (Auteur), Roly Duane R. De Villa (Auteur), Kurt Matthew L. Refugido (Auteur), 2016, Intervening Factors among Grade 10 Students’ Level of Critical Thinking Skills, Munich, GRIN Verlag, https://www.grin.com/document/321301
