Abstract
This research which was participated in by 98 Grade 12 students enrolled for the school year 2022 – 2023 under the Humanities and Social Sciences Strand was an attempt to find whether the use of activating strategies, written and non–written, improved the level of critical thinking skills of the participants. Using a one–group pretest–posttest design, it gathered information on the use of written and non–written activating strategies using a survey questionnaire and on the level of critical thinking skills using a test. Both instruments were teacher–made and expert-validated. Results revealed that for the respondents, the use of written and non–written activating strategies is generally accepted. Their critical thinking skills can be described as ranging from needs improvement to satisfactory based for almost all skills before the use of activating strategies, but after its implementation, their scores have drastically shifted from very satisfactory up to outstanding. The test of correlation also revealed no significant relationship among the variables except for some variables. The use of activating strategies have also revealed that it improved the critical thinking skills of the respondents. Thus, its use must be encouraged especially when trying to present new lessons and if skills acquisition is desired.
Keywords: Activating strategies, constructivist teaching, critical thinking skills
*This paper is presented at the 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR) 2023
References
Acosta, M. P. (2014). Effects of Cooperative Learning on Academic-on-Academic Achievement of Primary Pupils: A Systematic Review. Master’s Thesis: University Leiden
Arbab, S. (2016). Effects of Cooperative Learning on General Science Achievement of 9th Class Students. Master Dissertation, Rawalpindi: PAF College of Education for Women.
Caringal, R. (2020) Constructivist Teaching Approaches to Develop Mathematical Skills
Chan, Y. L., & Norlizah, C. H. (2017). Students’ Motivation towards Science Learning and Students’ Science Achievement. International Journal of Academic Research in Progressive Education and Development, 6 (4), 174–189.
Corpuz, A. (2020). Situation of Philippine Education in the Time of Health Crisis
David, L. (2015). Constructivism. learning theories. https://www.learning-theories.com/constructivism.html
Deped Memorandum 39, series 2016 Adoption of the Basic Education Research Agenda
Dorado S. L. (2017). Empowering Students to Learn Through Cooperative Learning. Educators’ Journal, vol.xvi no.5
Dundar, S. (2014). Elementary Students’ Attitudes toward Social Studies, Math, and Science: An Analysis with the Emphasis on Social Studies. The Councilor: A Journal of the Social Studies.
Elfaki, Nahid Khalil et al (2019). The Impact of E-Learning and Traditional Learning on Student’s Performance and Attitude. International Journal of Medical Research and Health Sciences.
Gamit, A D., Antolin, J. A, Gabriel, A. G. (2016) The Effects of Cooperative Learning in Enhancing the Performance Level of Grade-10 Mathematics Students in Talavera National High School in the Philippines. Master’s Thesis, Wesleyan University
Hadley, K. (2012). Lesson Plan Evaluation. Weber Education Planning and Evaluation Guide
Heffner, C. (2014). True Experimental Design. Psychological Central’s Virtual Psychology
Hilario, J.S. (2015). The use of predict-observe- explain-explore (POEE) as a new teaching strategy in general chemistry laboratory.
Johnson. A. V. (2016). The Relationship of Teachers’ Values and Behavioral Attitudes, to Teaching Performances. Dissertation: Centro Escolar University, Manila
Kagan, S. (2016) Cooperative Learning. San Juan Capistrano, CA: Kagan Cooperative Leaning
Lipton, L. & Wellman, B. (2018) Patterns and Practices in the learning-focused classroom. Guilford, Vermont: Pathways Publishing
Lucas and Corpus (2014). Facilitating learning: A metacognitive process. Lorimar Publishing Inc.
Lynch, M. (2016). Philosophies of Education: 3 Types of Student-Centered Philosophies. The Advocate. Retrieved from http://www.theedadvocate. org/philosophies-education-3-types-student-centered-philosophies/
Magtutol, M. P. (2016). Cooperative Learning, The Modern Teacher. Quiapo, Manila. Papi Publishers Association of the Philippines, Vol 3, No.4
Osmerold, O. V. (2017). Factors Affecting the Job Performance of Multi-Grade Teachers in Victoria District, Oriental Mindoro. Master’s Thesis Thesis: Divine Word College of Calapan, Calapan, Oriental Mindoro
Pana, G. & Gladys Escarlos. (2017). Contemporary Teaching Strategies On Students’ Attitude, Academic Performance And Acquisition Of The 21stCentury Skills. International Journal of Scientific & Technology Research. Volume 6, Issue 08.
Ramos, A. C. (2015). Methods and teaching strategies used by teacher education faculty members in one State University in the Philippines. Asia Pacific Journal of Multidisciplinary Research, 3(5), 36-44.
Richardson, J. (2010) Read It Aloud: Using Literature in the Secondary Content Classroom
Rogers, S., Ludington, J., & Graham, S. (2010) Motivation and Learning: A Teacher’s Guide to Building Excitement for Learning and Igniting the Drive for Quality
Silvia, R. (2015). The Effect of Questioning the Author Strategy (QtA) in teaching Reading Comprehension of Narrative Texts Viewed from Reading Motivation. Retrieved from http://ejournal.unp.ac.id/index.php/selt/article/view/6875
Tiedt, I. (2018) Teaching with Picture Books in the Middle School.
Umali, K. (2019). Active Learning Approaches in Teaching Physical Science; Direction Toward Enhanced Thinking Skills of Grade 12 Senior High School Students
Vygotsky, L. (1978). Constructivism Theory of Education
Wood, K. (2011). Literacy Strategies Across Subject Areas.
