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INVESTIGATING THE LEVEL OF CRITICAL THINKING SKILL OF GRADE 12

GENERAL ACADEMIC STRAND OF MABOLO NATIONAL HIGH SCHOOL

A Research

Presented to the

Faculty of Mabolo National High School

Pope John Paul II Avenue, Cebu City

In Partial Fulfillment

General Academics Strand (GAS)

By:
Acojedo, Kathleen D.
Arco, Fritz C.
Badilles, Edcel Jan C.
Baguio, John Sydric R.
Estareja, Mher Alexa
Labra, Christian B.
Logronio, Stephen V.
Tundag, Kathleen T

2024
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APPROVAL SHEET

This research with the title “INVESTIGATING THE LEVEL OF CRITICAL

THINKING SKILL OF GRADE 12 GENERAL ACADEMIC STRAND OF MABOLO
NATIONAL HIGH SCHOOL” prepared by Acojedo, Kathleen D., Arco, Fritz C.,
Badilles, Edcel Jan C., Baguio, John Sydric R., Estareja, Mher Alexa, Labra,
Christian B., Logronio, Stephen V., Tundag, Kathleen T, in partial fulfilment of the
requirements for Senior High School Curriculum had been examined and is
recommended for acceptance and approval for Final Defense.

THE PANEL OF EXAMINERS

MRS. Marife O. Templado, LPT

Chair

DR. Mark Anthony Polinar, DBA, CHRA, CB, LPT

Member

MRS. BERTELLA RABANES

Member

MR. RONNEL AÑOS

Research Adviser

Accepted and approved in partial fulfillment of the research requirements for

SENIOR HIGH SCHOOL accomplishments.

Dr. RITCHELLE W. ORIGENES, EdD

Assisting Principal – Senior High School Department

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ACKNOWLEDGEMENT

We would like to extend our sincere gratitude to Ronnel G. Años, our

research mentor, whose dedication to teaching and commitment to imparting

knowledge greatly contributed to the success of our study. His unwavering

enthusiasm for teaching, combined with his consistent support, played a pivotal

role in the completion of this research endeavor.

We also wish to express our appreciation to Dr. Ritchelle W. Origenes,

Assistant Principal of Mabolo National High School's Senior High School

Department, for approving and steadfastly supporting our project. Additionally, we

are grateful for the valuable feedback and guidance provided by our former

research teacher, Mr. Mark Anthony N. Polinar, which significantly aided in the

development of our study.We would like to extend heartfelt thanks to our loved

ones for their unwavering support and understanding throughout our research

journey. Furthermore, we sincerely acknowledge the valuable contributions of the

Grade 12 Academic Track students who willingly participated in the study.

Lastly, we express our gratitude to our beloved God for the wisdom He

has bestowed upon us and for His constant guidance and protection throughout

this research endeavor. Without His presence, our success would lack

significance. All honor and praise belong to Him alone.

The Researchers
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TABLE OF CONTENTS

Page No.

Chapter I - The Problem

Rationale of the Study…….........................………………........……...........8

Theoretical Background…………....………………………………….………

10

Statement of the

Problem……………………………………………………..14

Significance of the Study………………………………………………………

14

Scope and Delimitations of the Study……………………………………...…

16

Definition of Terms……………....

……………………………………………..17

Chapter II - Review of Related Literature…………………………………………

19

Chapter III - Research Methodology

Research Design………………………………………...……….……………………29

Research Environment………………………………………..…..…………………..29

Research Respondents…………………………………………....………………….29
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Research Instruments……...…………….…………………….………..…………....30

Data Gathering Procedure…………………………….…….….…………………….30

Data Analysis……………………………………………...……………………………

31

Ethical Protocols……………………………………….………..……………………..32

Chapter IV- Presentation, Analysis, and Interpretation of Data

Part I: Demographic Profile……………………………………………………………

33

Results of the Sex of the

Respondents……………………………………...33

Results of the Age of the Respondents………………………………………

34

Part II: Critical Thinking Analysis……………………

………………………………..35

Part III: Summary Statistics……………………………………………………....

…...42

Chapter V- Summary of Findings, Conclusion, and Recommendations

Summary of Findings………………………………….

……………………………….45

Conclusion………………………….…………………………………………………..48
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Recommendations……………….…………….……………………………………...49

Appendix A - Transmittal Letter……………………………………………….……...58

Appendix B - Survey Questionnaire………………………...……….………………59

Appendix C - Documentations……………………...….….

……………………….....63

Appendix D – Curriculum Vitae of the Adviser …………………….………...….

….64

Appendix E – Curriculum Vitae of the Researchers...……………….….……….…

65

LIST OF FIGURES

Figure 1 - Schema of the Study............................................................................13

Figure 2 - Research Flow of the Study.................................................................14

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ABSTRACT

This study investigates the critical thinking skills of Grade 12 General Academic

Strand (GAS) students at Mabolo National High School, aiming to assess current

proficiency levels, identify areas for improvement, and propose strategies for

enhancement. Drawing upon demographic profiles and detailed analyses of

critical thinking abilities, the study reveals both strengths and weaknesses among

students. While demographic data illustrate a predominantly male student body

with a significant proportion of older learners, critical thinking analysis uncovers

challenges in evaluating arguments, identifying assumptions, deducing

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conclusions, and drawing inferences, alongside strengths in information

interpretation.

Through summary statistics, the study elucidates a moderate overall competency

level among students, with variations across critical thinking domains. While

students exhibit proficiency in information interpretation, areas such as argument

analysis, deduction, and inference require focused development. Consequently,

recommendations are proposed to address these findings comprehensively.

To improve critical thinking skills, the study advocates for the development and

integration of a robust critical thinking curriculum within the Grade 12 GAS

program. This curriculum should emphasize key skills through interactive

methodologies, real-world examples, and collaborative learning experiences.

Additionally, enhancing teachers' understanding of critical thinking principles and

instructional techniques via professional development workshops is crucial for

sustained progress. Promoting collaborative learning environments where

students engage in group assignments to tackle complex problems fosters

deeper comprehension and diverse perspectives.

Furthermore, the study underscores the importance of ongoing evaluation and

adjustment of strategies to ensure effectiveness and long-term success. Regular

monitoring of student progress and responsiveness to feedback are essential for

refining critical thinking initiatives. By implementing these recommendations,

Mabolo National High School can cultivate a cohort of Grade 12 GAS students

equipped with robust critical thinking abilities, poised to excel academically and

thrive in their future endeavors.

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CHAPTER I

THE PROBLEM

Rationale of the Study

A fundamental cognitive skill, critical thinking comprises the capacity to

dispassionately assess, evaluate, and summarize data or arguments. It

encourages people to think critically, weigh the facts, and reach reasoned

conclusions rather than either accepting or rejecting ideas. Critical thinkers are
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skilled at seeing logical errors, prejudices, and inconsistencies in both their

reasoning and the data they come across. According to Paul and Nosich (1993),

critical thinking teaching should not be limited to single or two departments or

disciplines, and it should not use discipline-specific terminology or

conceptualizations. Instead, critical thinking teaching should be incorporated into

all courses to help students build and strengthen these skills as they learn across

the curriculum. The development of critical thinking skill sets across all courses is

made possible by the usage of a similar methodology and vocabulary.

According to Lionenko and Huzar (2023), by improving the quality of

instruction and developing students' critical-thinking skills, this approach better

prepares them for the demands of the contemporary information society. These

technologies increase learning opportunities while encouraging students to take

initiative, conduct independent research, and examine content. A survey was

conducted to look into how digital applications are used in pedagogical practice

and how they are used for specific classes. According to the survey's results, the

majority of teachers (76%) use simple applications like PowerPoint, however,

some teachers (16%) only use it for their courses.

Dimitris Pnevmatikos et al. (2023), stated that the correct understanding of

critical thinking is merely the first step in educating students about the demands

of the labour market in terms of critical thinking. Future workers should also be

equipped to deal with issues, self-correct and self-regulate, act responsibly,

reduce errors in judgment, and solve difficulties. However, it is uncertain whether

HEI and the Labor Market share a similar understanding of all these factors.
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Other than these two factors, a lot of students (49.8%-37.9%) had deeply

ingrained misunderstandings about various claims made about the

conceptualization of critical thinking this is, they supported non-scientific claims

or disregarded scientific findings, and they were very confident in the accuracy of

their judgments. The misunderstandings that were discovered discussion topics

among first-year students included the connection between critical thinking and

arguments, critical thinking and improvement of knowledge (49.8%), as well as

whether someone is inclined to Information assessment and validation are

activities performed by critical thinking (49.8%). Additionally, four out of

ten Students had a false belief that the persons' will was related to their faults in

thinking. Think critically (45.7%) and comprehend critical thinking as only

engaging in difficult situations Discussions, interpretation, and analysis (42.8%),

or just offering critique (37.9%).

Despite the increasing emphasis on the development of critical thinking skills in

modern education, there is a notable gap in the literature when it comes to

assessing the specific critical thinking abilities of Grade 12 GAS students at

Mabolo National High School. While there have been numerous studies

examining critical thinking in various educational contexts, there is limited

research that focuses on the unique challenges and opportunities faced by

students in the GAS program at this particular institution.

Theoretical Background
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The Supplement to Critical Thinking by John Dewey (1910) and Bloom’s

Taxonomy by Benjamin Bloom (1956) serve as the foundation for this

investigation.

John Dewey (1910) claims that his theory serves two functions. The first

was to promote an understanding of how children's innate curiosity, vibrant

imagination, and passion for experimental inquiry relate to the scientific mindset.

The second goal was to encourage individuals to think about how this kinship

may be acknowledged in educational practices, which "would make for individual

happiness and the reduction of social waste".

Sensing an issue is the starting point for critical or reflective thinking. It is a

way of thinking that operates in an endeavour to solve a problem and arrive at a

conclusion that is supported by all available information. It's a process of

problem-solving that calls for the application of original thought, intellectual

integrity, and solid judgment. It serves as the cornerstone of the scientific

method. The capacity and disposition of people to think critically and reflectively

about the issues that they must inevitably face are crucial to the success of

democracy, and one of education's main objectives is to help students develop

these skills.

According to Benjamin Bloom (1956) six cognitive areas, from higher-

order cognitive functions to lower-order thinking abilities. These include

knowledge (remembering facts and concepts), comprehension (understanding

information), application (using knowledge in novel situations), analysis (splitting

information into parts), synthesis (combining elements to form new ideas), and
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evaluation (determining the worth and quality of ideas). Because it offers a

structured method for assessing the breadth and complexity of learning

outcomes, Bloom's Taxonomy is a useful tool for educators to plan and evaluate

educational activities.

The emphasis Bloom's Taxonomy places on critical thinking as a higher-order

cognitive activity makes the connection between that taxonomy and the current

study clear. The goal of the study is to evaluate students in Mabolo National High

School's Year 12 General Academic Strand (GAS) who fall into the higher levels

of Bloom's Taxonomy, notably in the domains of analysis, synthesis, and

evaluation. It is important to recognize that Bloom's cognitive processes of

information analysis, idea synthesis, and argument quality assessment match

these students' capacity to challenge presumptions, assess evidence, and reach

reasoned conclusions. Thus, this theoretical framework offers a framework for

assessing and classifying the critical thinking abilities of GAS students, assisting

in the identification of their strengths and areas for development within the

context of higher-order cognitive processes, ultimately assisting in their academic

and professional development.

Theoretical Framework

Bloom’s The supplement to

Taxonomy by Critical Thinking
Benjamin Bloom by John Dewey
(1956)
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Critical Thinking

Set of
Recommendations

Research Flow
Fig
ure PROCESS
Input
1:
Q Sch
em
U
a Adoptive Questionnaires
Investigating the Critical Thinking
A of
Skills of Grade 12 GAS students of
the
Mabolo National High School N
Stu
T dy
I
 T

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Implementation
O
U
T
Data Gathering
P
1.) Demographic profile of the
U
students T
Data Analysis
- Age

- Sex
Set of
Data Interpretation
Recomme
2.) Level of critical thinking skills ndations

among grade 12 GAS students

Data Results/Findings

Conclusion

Figure 2: Research Flow of the Study

Statement of the Problem

The Study aims to determine the critical thinking skills of grade 12 General

Academic Strand of Mabolo National Highschool. The primary concern

underlying this research is the implicit need to assess and enhance the critical
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thinking skills of Grade 12 General Academic Strand (GAS) students at Mabolo

National High School. By exploring the current status of these skills, investigating

the impact of the academic curriculum and teaching strategies, exploring the

correlation with academic performance, and identifying barriers and challenges,

the study aims to address the central issue of fostering critical thinking

proficiency among the targeted student population.

Specifically, the study looks to address the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Age; and

1.2 Sex?

2. What is the level of critical thinking skills of the respondents?

3. Based on the study’s results what recommendations can be developed

and endorsed to the school authority?

Significance of the Study

The study investigating the critical thinking skills of Grade 12 General

Academic Strand is significant for teachers, policymakers, and other researchers

because it provides important information that can be used to improve the

educational system.

Senior High School Students: The study can assist Mabolo National High

School senior high school students in the General Academic Strand in

strengthening their critical thinking abilities, which are crucial for success in both

college and the workforce. Students in senior high school may gain a better
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knowledge of critical thinking and its applications in a variety of situations from

this study. The study can be used as a foundation for creating educational

resources and exercises that help senior high school students' critical thinking

abilities.

Teachers: The study can help teachers develop strategies to improve critical

thinking skills among students, which is a crucial life skill that can help them

analyze information, think outside the box, solve problems with innovative

solutions, and plan systematically.

Policymaker: The study can also help policymakers develop policies that can

improve the curriculum and teaching methods to enhance critical thinking skills

among students.

Researchers: Researching the critical thinking skills of grade 12 General

Academic Strand (GAS) students holds significance for educational stakeholders

and researchers. To better prepare students for higher education and the

workforce, the study provides insights into curriculum development, educational

assessment, and student performance enhancement. Researchers gain from

expanding professional growth, advancing academic understanding, and

fostering networking. The results of the study may result in publications,

professional growth, and personal satisfaction. Furthermore, researchers may

have an impact on instructional strategies and educational policies and practices,

which in turn may affect the larger academic community.

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Future Researchers: The study can provide a basis for further research on

critical thinking skills among high school students, which can lead to the

development of new theories and models that can be used to improve the

educational system. The results of the study can also be used to compare the

critical thinking skills of Grade 12 General Academic Strand students with those

of other students in different academic strands or other countries, which can

provide insights into the effectiveness of the educational system.

Scope and Delimitations

The focus of this study is to understand further the ability to think critically

of Mabolo National High School Grade 12 General Academic Strand (GAS)

students. The primary objective of this study is to apply quantitative research

approaches to assess the critical thinking skills that this particular group of

students has to offer. Standardized evaluations and surveys will be used for data

collecting, and statistical methods will be applied for data analysis to identify

trends and connections in the selected sample. It is essential to recognize that

the results of this study may have restricted generalizability considering the

research is limited to Mabolo National High School GAS students in Grade 12.

However, there are some inherent limitations to this research. The

resources at hand will inevitably limit the sample size, which may affect the ability

to identify small variations between the variables being studied. Furthermore,

bias may be introduced by depending solely on student self-reported data, and

uncontrolled external factors like family situations and teaching strategies may

have an impact on the research's conclusions. Strict adherence to ethical

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principles guiding informed consent, privacy, and confidentiality will be

maintained. The research's scope may also be impacted by manpower and

financial constraints.

Definition of Terms

The following concepts are defined both operationally and contextually to

aid readers in fully understanding the study:

Age. relates to how long an organism or person has been living, or how long it

has been since a specific occurrence.

Confidentiality: Confidentiality in research ensures that the information provided

by participants is kept secure and is not disclosed to unauthorized individuals. It

involves protecting the anonymity of participants and maintaining the security of

their data.

Critical Thinking. is the capacity to methodically and logically assess material,

arguments, or circumstances with objectivity. To create well-informed decisions

and conclusions, it entails the methodical and thorough evaluation of the

available data, logic, and presumptions.

Financial Constraints: Financial constraints refer to limitations in funding or

resources that may impact the scope or execution of the research.

HEI (Higher Education Institution): HEI stands for Higher Education Institution.

It refers to universities, colleges, and other educational organizations that offer

post-secondary education, including undergraduate and graduate programs.

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Informed Consent: Informed consent refers to the ethical principle that

individuals must be fully informed about the nature of the research they are

participating in, including any potential risks or benefits, before agreeing to take

part.

Intellectual Integrity: Intellectual integrity is a commitment to a set of values that

includes honesty, fair-mindedness, and openness in the pursuit of knowledge. It

involves adherence to ethical standards and the avoidance of intellectual

dishonesty.

Pedagogical Practice: Pedagogical practice refers to the methods and

approaches used in teaching and education. It encompasses instructional

strategies, techniques, and the overall approach to educating students.

Taxonomy. relate to the process of classifying and arranging ideas, information,

or facts in a logical and systematic method, much to the way living things are

categorized in the study of biology.

Sex. pertains to the traits that identify male and female living beings based on

their biological and physiological makeup.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

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This chapter presents the literature and research results that are relevant

to critical thinking abilities. Analyzing the body of current literature provides the

rationale and context of the research. This offered the author enough background

information to understand the study.

Critical thinking is a combination of each person's performance, attitude,

and knowledge. Additionally, they argue that critical thinking involves certain

abilities including perception, logical reasoning evaluation, deduction, assumption

detection, and interpretation. They contend that using both inductive and

deductive reasoning to solve problems leads to the development of critical

thinking skills as well as the processing and assessment of prior knowledge in

light of new information (Watson & Glaser, 2010).

As per Ivory (2023), critical thinking aggressively and meticulously

assesses the logic and supporting data for ideas and expertise. Additionally, in

terms of knowledge techniques, humans seek out "correct" knowledge at an

early level, reject ranking knowledge at an intermediate stage, and evaluate

knowledge at an advanced stage to find the best within the available constraints.

Haston (2023) revealed Critical thinking is the process of using

mental models, constructing techniques, and reasoning to solve

problems. People use compromise to solve issues, make decisions, and pick up

new ideas. Additionally, students who use critical thinking skills fare better in

terms of comprehension which will enable children to study and retain

information on their own.

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According to Vestnik (2023), The globally recognized educational

outcomes of students, which correlate to functional literacy which encompasses,

among other things, critical thinking skills are markers of the caliber and

competitiveness of general education. Furthermore, to foster critical thinking in

students, higher education must modify its methods of instruction and learning.

The researcher also implies that student perspectives must be taken into

consideration for academia to guarantee the efficacy of critical thinking skill

development. Furthermore, examining how students view critical thinking abilities

may help shape future instruction strategies that support their growth.

In the research study of Afzal et al. (2023), teachers need to foster critical

thinking abilities in Lahore's higher education system. It provides insights that are

important for educators and administrators by looking at faculty preparation,

cultural factors, teaching methodologies, and evaluation procedures. Universities

are establishments committed to the communication of Knowledge and the

development of intellectual capacity and bear a significant responsibility in terms

of the readiness of Students for the challenges of a constantly changing world

(Brown & Davis, 2022).

Jafarigohar et al. (2016) stated that there were statistically significant

correlations between the participants' official syllabi preparation, teaching

experience, and familiarity with Critical Thinking and official syllabi, as well as

their consideration of Critical Thinking in their course syllabi. Teachers

acknowledge that critical thinking abilities are what define the course. More

significant for students, educators are persuaded that critical thinking should
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unquestionably be promoted, and students should develop the habit ( Zhang,

2022).

According to Pilande (2022), teachers are urged to evaluate their methods

and include lessons that develop critical thinking abilities. To create interventions

that would ultimately improve students' academic performance by strengthening

their critical thinking skills, collaboration between stakeholders and school

administration is also encouraged.

Ivory (2023) stated that Time and distraction are the most common

obstacles to dedicated thinking. Cognitive bias, in particular subconscious bias,

can also influence your thinking and understanding, and uncovering this is

essential to reveal its impact. As per Donaldson (2020), Students reported that

safe environments and active listening encouraged them to reflect and think

critically.

According to Tebuol (2023), the rational process of strategic thinking puts

a lot of strain on the prefrontal brain and the limited attentional window that our

working memory allows us to access. Predictive intelligence, on the other hand,

or intuitive thinking, relies on huge parallel processing that happens

subconsciously and feeds conclusions and forecasts in the form of intuition, a

quick decision-making process that mostly bypasses our conscious mind.

Ramsook ( 2023) stated that diverse conceptualizations of critical thinking,

ranging from reasoning and analysis to questioning and reflection, cause

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confusion and challenges for tertiary students in understanding the expectations

of critical thinking amid varied interpretations among faculty members.

In the study by Gembaruk (2023), the development of thinking skills in

English as a Second Language (ESL) Methodology, emphasizes the crucial role

of instruction quality and the need to enhance preservice teachers' abilities to

foster thinking skills in learners, as evidenced by a review of academic literature,

analysis of core Curriculum and ESL Methodology course books, and

consideration of ESL teaching experience, ultimately suggesting that higher-order

thinking skills can be improved through specific activities in ESL Methodology

classes. suggesting the adoption of a strategic thinking process for continued

improvement (B.I & H.N 2023).

Piórkowska et al. (2023), emphasize the originality and value of

addressing the internal differentiators within the population of strategic thinkers,

thereby contributing to the existing literature by filling a notable knowledge gap.

Zhurakovskaya and Krivykh (2023), introduce a technique, "Critical

Analysis of the Text," developed to enhance students' critical thinking skills in

general education, incorporating a new set of questions based on the laws of

logic and criteria for content selection, with empirical evidence indicating its

effectiveness, contributing to the theoretical and practical advancement of

pedagogical design. analyzing the actions of 823 4th-grade students engaged in

image creation tasks, revealing distinct strategies and sequences of actions that

enhance the understanding of task execution dynamics and contribute to more

nuanced feedback in testing (Tarasov, 2023).

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The study of Rahmania (2023), reveals that implementing phylogenetic

worksheets in Spermatophyte learning significantly enhances both tree-thinking

and critical-thinking skills, emphasizing the effectiveness of this approach as an

alternative learning activity aligned with the demands of the 2016 curriculum and

the 21st-century skill requirements.

Lionenko and Huzar (2023), investigates the integration of digital

technologies in designing lessons to enhance critical thinking among primary

school students, offering comprehensive insights through a literature review,

qualitative evaluation of critical thinking lessons, and emphasizing the benefits

and opportunities of specific digital tools and methodologies, providing valuable

guidance for educators and curriculum developers in promoting digital literacy

and fostering a culture of critical thinking in the digital age.

The study of Navarro et al. (2021), stated that incorporating Design

Thinking methodology into university courses can positively impact and enhance

the development of Critical Thinking skills in first-year students, as evidenced by

their competencies demonstrated in final class work, even in the challenging

context of emergency remote education during the Covid-19 pandemic.

"The personal and civic life of all members of society" depends on critical

thinking because it permits people to assess the information that is offered to

them to improve their decision-making (Facione, 1990, p. 32). Additionally, critical

thinking serves as the basis for investigation. Abrami et al. (2008), stated that

One cannot look into or assess assertions. The standard of proof, or do any other

inquiry-based attempt without using critical thought. Glaser, Edward, the father of
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recent studies on critical thinking, contended that only Citizens who have

mastered the art of critical thinking can make thoughtful decisions regarding

public issues (Abrami et al., 2015).

The research study of Moneva et al. (2020), revealed that students who

possess a strong problem-solving mindset are more likely to succeed because

they can apply critical thinking abilities to assess and resolve issues. Additionally,

the researcher suggested that students with good critical thinking skills are better

able to manage and get beyond obstacles, which helps them succeed in solving

a variety of problems they come across.

One study conducted by Özcan et al. (2019), revealed that by using

argumentation-based learning strategies, students enjoy good advancements in

their academic performance, course attitude, and critical thinking abilities in

addition to improvements in the levels and quality of their arguments.

Furthermore, teaching social studies students through argumentation improves

their capacity for problem-solving, establishing cause-and-effect links, and

approaching challenges critically and scientifically.

There is a positive, moderate-level, and significant relationship between

prospective teachers' critical thinking tendencies and their metacognitive skills,

problem-solving skills, and academic self-efficacy perceptions ( Kozikoglu, 2019).

According to Sk and Halder (2020), the positive impact of emotional

intelligence (EI) and critical thinking disposition (CT) on the resilience of first-year

undergraduate students transitioning into higher education. Specifically, the

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research suggests that both EI and CT are positively correlated with students'

resilience, with EI being identified as the stronger predictor of resilience.

Al-Zou’bi (2021), stated that students in the Educational faculty exhibit a

satisfactory level of critical thinking skills in comprehending and evaluating media

content, highlighting the necessity for additional research into media and

information literacy within educational settings.

The study of Giri and Paily (2020), revealed that teaching Toulmin’s

argument pattern within the Think-Read-Group-Share-Reflect (TRGSR) scientific

argumentation strategy enhances higher secondary students' critical thinking

more effectively than traditional teaching methods.

Spector and Ma (2019), stated that amidst the increasing emphasis on

artificial intelligence (AI), there should be a greater focus on fostering critical

thinking and human intelligence, especially in younger children, to ensure a

balanced and holistic educational approach.

Critical Thinking has been recognized as one of the most important

thinking skills and one of the most important indicators of student learning quality

(Alsaleh, 2020). Furthermore, To develop successful critical thinkers, Critical

Thinking must be incorporated into the curriculum content and teaching

approaches and sequenced at all grade levels.

the concept of critical thinking in music education, when considered as an

outgrowth of Critical Theory and pedagogy concepts, may differ significantly from

popular definitions (Shaw, 2014).

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The study of Wieman and Bonn (2015), stated that despite being an

important educational goal, achieving proficiency in quantitative critical thinking is

often lacking. The researcher also stated that the key to developing this ability

lies in repeated practice in making decisions based on data, coupled with

feedback on those decisions.

According to Bagheri and Ghanizadeh (2016), there is a significant

association between two subcomponents of critical thinking, specifically

inference-making and deduction, and one subcomponent of self-regulation,

namely self-monitoring.

Critical thinking is the process of using mental models, constructing

techniques, and reasoning to solve problems. People use compromise to solve

issues, reach decisions, and pick up new ideas (Haston & L.A., p. 1).

According to Swanti and Isnaeni (2023), by exercising critical thought and

applying the appropriate logic, Students improve their peer-to-peer teamwork and

communication skills.

In the research study of Hlyzova and Dyundik (2023), it is possible and

beneficial to integrate the development of critical thinking skills into the process

of teaching a foreign language, specifically English. The authors argue that

critical thinking is essential for navigating the challenges of working with

information, including selecting, perceiving, analyzing, assessing, and judging it.

Rusmansyah et al. (2023), claimed that the use of the SCT (Scientific

Critical Thinking) Model-Based Wetland Ethnoscience E-Magazine is effective

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and practical in improving students' critical thinking skills in the context of

stoichiometry learning.

Strong and Boyd (2023), revealed that the QUEEN Model of Critical

Thinking, which encompasses Questioning, Understanding, Evaluating,

Explaining, and Neoteric Thinking behaviours, is an effective tool for assessing

and developing critical thinking skills in students.

The problems in debaters' critical thinking skills emphasize the importance

of understanding the main idea, making inferences, and distinguishing between

facts, opinions, and non-facts when reading texts Firman (2023).

Petterson (2023), stated that the prospects of combining critical thinking

and critical pedagogy into a new educational objective called "criticality" may not

be as promising as some proponents suggest.

According to Lancrin (2023), teachers play a crucial role in empowering

students to develop critical thinking skills. Furthermore, the claim asserts that

critical thinking can be effectively translated and simplified for teachers using

rubrics, which can support the design or redesign of lesson plans, teacher

observations, formative assessments, and standardized assessments.

Artika et al. (2023), stated that the main claim in this study is that the

habituation of Higher Order Thinking Skill (HOTS)-based science questions is

effective in improving students' critical thinking skills in science.

Students' capacity to think critically is closely correlated with their problem-

solving attitude. Students with a strong problem-solving mindset will succeed in

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life because they utilize critical thinking to tackle difficulties immediately rather

than letting them impact them. The capacity of students to think critically is highly

valuable in problem-solving and analysis (Moneva et al., 2020).

Kahneman (2013), stated that people often rely on intuitive, fast thinking,

which can lead to errors and biases. To overcome these limitations, Kahneman

suggests that individuals should engage in slow, deliberate thinking, which

involves careful analysis and consideration of all available evidence.

Individuals can develop these critical thinking skills through specific

exercises such as case studies and problem-solving activities. In essence, the

claim is that critical thinking is a fundamental competency that contributes

significantly to effective leadership and managerial success (Royo, 2023).

 Page 31 of 78

CHAPTER III

RESEARCH METHODOLOGY

The research design, research environment, and research are presented

in this chapter, responders, research tools, methodology, and data processing.

Design

A quantitative-descriptive research methodology will be employed in this

study to determine the participants' use of critical thinking skills to respond to the

provided research inquiries. The information gathered from the survey will be

beneficial during the production process. A standardized scale specifically

designed to measure critical thinking skills. Participants receive scores based on

their responses to questions or tasks related to critical thinking.

Environment

The study will be conducted at Mabolo National High School, one of the

public schools that caters to senior high schools, specifically the General

Academic Strand in Pope John Paul II Avenue, Cebu City, 6000 Cebu,

Philippines. This specific school was chosen for the investigation because of how

conveniently located it is for the researchers. It is close to SM City Cebu, Saint

Joseph the Patriarch Parish, and Police Station 4.

Respondents

Students from Mabolo National High School's senior high school will serve as the

research subjects. These will be the 12th graders presently enrolled for the 2023–2024
 Page 32 of 78

school year in the General Academics Strand. To choose just 50 students from the

General Academics Strand as study participants, the random sampling technique will be

used. As previously stated, the researchers deem high school seniors from the previously

mentioned strand eligible to take part in the study.

Research Instrument

The researchers will be using a 10-item Critical Thinking Test designed by

Edwin van Thiel 2023. The tests are designed to help find serious answers to

questions about IQ, personality, specifically Critical thinking ability. The test

comprises the following five sections with a total of 10 questions: Analyzing

Arguments, Assumptions, Deductions, Inferences, and Interpreting Information.

Data Collection Procedure

The researchers will begin by discussing potential study subjects and

consulting their teacher on the title they would like to use. Their teacher will

approve the title and allow them to carry out this inquiry. The researchers will also

request authorization to investigate a second letter to the principal. Subsequently,

the researchers will complete the fundamental first phases of the study, which will

include the variables, demographic profile, and problem statement. Ultimately,

the investigators will produce and print the required surveys.

Since the study is designed exclusively for GAS (General Academics

Strand) students, only those students will take part in the survey. Since some

students may refuse to participate in the survey due to their schedules, the

researcher will require two days to collect the data. Additionally, certain teachers
 Page 33 of 78

may decline the researchers' requests for data collection, citing the need to

discuss teachings right away due to an approaching exam.

Data Analysis

This data analysis aims to explore the subtle dimensions of critical thinking

by classifying individuals into specific proficiency levels determined by their

scores. The intention is to go beyond a simple numerical representation and,

instead, establish a more comprehensive understanding of participants' critical

thinking abilities. Through this classification, the analysis aims to identify and

delineate specific levels of proficiency, providing a more detailed and nuanced

perspective on the varying degrees of critical thinking skills among the

participants.

Table 1. Level of Critical Thinking

Critical Thinking Score Range Description

Levels
High Critical Thinkers 8-10 Exemplary grasp of critical
thinking principles,
demonstrating advanced
analytical skills, reasoned
decision-making, and
systematic problem-solving.
Moderate Critical 5-7 Above-average critical
Thinkers thinking skills, characterized
by thoughtful analysis and
sound judgment across
diverse contexts.
Less Moderate Critical 2-4 Foundational critical thinking
Thinkers skills with room for
improvement to consistently
apply these skills across
various academic scenarios.
Not Moderate Critical 0-1 Minimal critical thinking skills
Thinkers indicate a need for significant
enhancement in the ability to
analyze information and
approach problems with a
critical mindset.
 Page 34 of 78

Upon data collection, the researcher will compute the general average

score of the entire respondent pool by employing the following formula:

G = General average score

G= ∑
N
Si
i=1

S = Score of each individual respondent

N = Total number of respondents

N
N

Ethical Considerations

In conducting the study, the researcher will be committed to upholding the

highest ethical standards to ensure the well-being and rights of the participants.

Prioritizing informed consent, they will transparently communicate the purpose,

procedures, and potential risks and benefits, obtaining explicit, voluntary, and

written consent before participants engage in the study. Privacy and

confidentiality will be paramount, necessitating the anonymization of data, secure

storage methods, and a clear outline of how information will be handled. They will

strive to maximize the benefits of their research while minimizing any potential

harm, both physical and psychological, to participants. Fair and respectful

treatment of all individuals is non-negotiable, and they are dedicated to avoiding

 Page 35 of 78

discriminatory practices and ensuring equitable representation in the study

sample.

CHAPTER IV

DATA PRESENTATION, INTERPRETATION, AND ANALYSIS

This section of the paper outlined the presentation, analysis, and

interpretation of the data about the particular goals of the investigation.

Part I: Demographic Profile

The demographic information was collected and tabulated from 50

participants, all of whom were Grade 12 GAS students.

Table 2. Sex Distribution

Sex Count %

Male 35 70%

Female 15 30%

Total 50 100%

Based on the demographic breakdown of the Grade 12 GAS students

polled, 35 students (or 70% of the total participants) were male, and 15 students

(or 30% of the participants) were female. The demographic data supplied

suggests that among Grade 12 GAS participants, male students appear to be

 Page 36 of 78

more prevalent than female students. Based on the demographic information,

there are more male than female students enrolled in Grade 12 GAS.

Table 3. Age Distribution

Age Count %

17 15 30%

18 16 32%

19 9 18%

20 7 14%

21 3 6%

Total 50 100%

The analysis of the age distribution of Grade 12 GAS participants

indicates that around 62% of the total respondents are students in the 17–18 age

group. Furthermore, a significant proportion of students—roughly 38%—are 19

years of age or older. Although there are students in the Grade 12 GAS program

who are 20 and 21 years old, their enrollment in the program shows that they are

still actively pursuing their senior high school education. This finding emphasizes

how crucial it is to provide inclusive learning environments that accept people

from a range of backgrounds and ages, enabling all students, regardless of age,

to pursue their academic objectives.

 Page 37 of 78

Part II: Critical Thinking Analysis

This section presents the analysis of responses from participants

regarding ten questions covering various critical thinking areas: analyzing

arguments (questions 1 and 2), assumptions (questions 3 and 4), deduction

(questions 5 and 6), inference (questions 7 and 8), and interpreting information

(questions 9 and 10). Each question offered two options, with one being the

correct answer. The data will be tabulated to show the number of students who

selected the correct answer for each question.

Table 4. Analyzing arguments

Statement Strong Weak

Argument Argument
1. Statement: It would be good if people would eat
vegetarian food more often.
Argument: No, because dairy also requires 38 12
animals to be kept that will have to be eaten again
later.
2. Statement: Germany should no longer use the
euro as its currency.
Argument: No, because that means that the ten 33 17
billion Deutschmark that the introduction of the
euro has cost is money thrown away.
 Page 38 of 78

The correct response to question 1 highlights a weak argument, asserting

that consuming vegetarian food frequently does not mandate consistent inclusion

of dairy. Similarly, in question 2, the correct response also identifies a weak

argument, stating that the cost of implementation doesn't negate the significance

of reversal, suggesting it's preferable if an endeavor proves ineffective.

A significant portion (70%) of the respondents did not correctly analyze the

arguments. The majority of respondents incorrectly identified weak arguments as

strong, possibly due to a lack of understanding, misinterpretation, personal bias,

or random guessing. Addressing this requires education in critical thinking and

logical reasoning. According to Chijuka and Oshoma (2024), the results indicate

a high positive relationship between investment decision-making and

overconfidence bias, as well as a moderate positive correlation between

anchoring bias and investment decision-making.

Table 5. Assumptions

Assumption Assumption
is is not made
Statement made

3. Overfishing is the phenomenon that too

much fish is caught in a certain area, which
leads to the disappearance of the fish
species in that area. This trend can only be 24 26
reversed by means of catch reduction
measures. These must therefore be
introduced and enforced.
Assumption: The disappearance of fish
species in areas of the oceans is
undesirable.
4. As a company, we strive for satisfied
customers. That's why from now on we're
 Page 39 of 78

going to keep track of how quickly our help

desk employees pick up the phone. Our goal
is for that phone to ring for a maximum of 20 29 21
seconds.
Assumption: The company has tools or ways
to measure how quickly help desk employees
pick up the phone.

In question 3, the correct response identifies an assumption, stating that

advocating for the implementation and enforcement of reduction measures for

fish catching implies an undesirable view towards the disappearance of fish

species in oceanic areas. Similarly, in question 4, the correct response also

highlights an assumption, noting that the text assumes goals can only be tracked

if they are measurable.

Out of 50 respondents, about 54% gave incorrect answers to these

questions (27 out of 50). This is explained by the fact that identifying

assumptions in text is inherently difficult and necessitates a sophisticated

comprehension of implicit meanings and contextual cues. Additionally, students

who are not as comfortable with critical thinking strategies may find it difficult to

understand the underlying assumptions of assertions. In accordance with Feist

(2024), recognizing and challenging assumptions in thinking processes is crucial

for both critical and creative thinking, leading to more effective problem-solving

and mitigating non-rational and polarized public conversations.

 Page 40 of 78

Table 6. Deductions

Statement Conclusion Conclusion

Follows does not
follow
5. All reptiles lay eggs
All reptiles are vertebrates
All snakes are reptiles
All vertebrates have brains
Some reptiles hatch their eggs themselves
Most reptiles have two lungs
Many snakes only have one lung 38 12
Cobras are poisonous snakes
All reptiles are animals
Conclusion: Some snakes hatch their eggs
themselves.

6. (Continue with the statements from question

5.) 27 23
Conclusion: Some animals that lay eggs only
have one lung.

In question 5, the correct response is "conclusion does not follow"

because not all reptiles hatch their eggs themselves, despite all snakes being

reptiles. Therefore, it remains plausible that no snake hatches its eggs itself.

Conversely, in question 6, the correct response is "conclusion follows" as it

logically deduces that some reptiles, including snakes, only have one lung based
 Page 41 of 78

on established facts about snakes, reptiles, egg-laying animals, and lung

structure.

30 of the 50 respondents, roughly 60% of the total, gave false answers to

these questions. It is suggested that responders may find it difficult to understand

the logical linkages and implications within assertions, especially in complex

scenarios with several premises. This finding is corroborated by other scholarly

works (Din, 2021; Heled et al., 2022; Castañeda et al., 2023; Mohammad &

Albaqawi, 2023)."

Table 7. Inference

Statement True False

7. In the 1971 Stanford experiment, 24 male students were
randomly assigned as guards or prisoners. Guards were told
to maintain order without force, but soon became
increasingly aggressive, subjecting prisoners to
punishments like public humiliation and solitary confinement.
Some guards even inflicted cruel treatment for amusement, 43 7
such as chaining prisoners and putting bags over their
heads. The experiment was supposed to last 14 days but
was halted after only six due to the unexpected and extreme
behavior of the participants.
Conclusion: The students who took part in the research did
not expect to react the way they did in such a situation.
8. (Continue with the text from 'Stanford experiment' in
question 7.)
33 17
Conclusion: The results of the experiment support the
claim that every young man (or at least some young men) is
capable of turning into a sadist fairly quickly.

In statement 7, the correct answer is false because the text does not

mention the students' experiences or their expectations regarding the

experiment's outcomes. Without this information, it's unclear how their

 Page 42 of 78

expectations align with the experiment's developments. Even if we speculate

about differing expectations, the text does not provide evidence to support such

assumptions.

In contrast, statement 8 is true. The text indicates that the participants

were normal, healthy students randomly assigned to groups, suggesting they

represent typical cases. This supports the concerning idea that any young man,

or at least some, could exhibit similar behavior. While the experiment lends

support to this assertion, its accuracy requires further investigation.

The average correct inference score among students is 40% (20 out of

50). This indicates a relatively low level of proficiency in making inferences from

the given information. As such, there is a need for further instruction or practice in

this skill to improve comprehension and analytical abilities. In the paper of Saiz et

al. (2023) stated that people often encounter situations where they need to

explain various phenomena, but they don't always choose the most accurate

explanation.

Table 8. Interpreting Information

Statement Conclusion Conclusion

Follows does not
follow

9. The Dutch flag protocol applies to

government agencies, while citizens and
companies are encouraged to follow it but not
obligated. Flags should be hoisted at sunrise
and lowered at sunset, unless illuminated by
spotlights. They should not touch the ground
and no decorations should be added to the 31 19
 Page 43 of 78

Dutch flag, except for ceremonial use. The

orange pennant is reserved for Royal House
birthdays and King's Day, and should be
proportionate to the flag's diagonal length.
Conclusion: One can assume that no Dutch
flag will fly at government buildings at night,
unless it is illuminated by spotlights on both
sides.
10. (Continue with the text from ‘Dutch flag
protocol’ in question 9.)
Conclusion: If the protocol is followed, the 38 12
orange pennant will always be longer than the
horizontal bands/stripes of the flag.

In statement 9, the correct answer is "conclusion follows" because

government agencies must abide by the protocol, which specifies that flags

cannot be waved at night without proper illumination. This directly implies that

adherence to the protocol is necessary for government agencies.

Similarly, in statement 10, the correct answer is also "conclusion follows"

because the length of the orange pennant must be at least as long as the

diagonal of the flag. Since the diagonal is always longer than the horizontal

bands or stripes of the flag, the pennant must be longer than these bands. Thus,

the conclusion logically follows from the given information.

Among the respondents who answered in the "interpreting information"

section, the average percentage of correct answers was 70% (35 out of 50). This

indicates a commendable level of proficiency in interpreting information

demonstrated by the respondents.

 Page 44 of 78

Part III: Summary Statistics

Table 9. Frequency of Error in Critical Thinking Questions

This table showcases the frequency of errors recorded for each critical

thinking question among Grade 12 GAS students of MNHS.

Question Frequency of Total %

Error
1 38 50 76%

2 33 50 66%

3 26 50 52%

4 21 50 42%

5 38 50 76%

6 23 50 46%

7 43 50 86%
 Page 45 of 78

8 17 50 34%

9 19 50 38%

10 12 50 24%

This table shows the frequency of errors recorded for each critical thinking

question among Grade 12 GAS students at MNHS. It displays the number and

percentage of students who got each question wrong out of the total population.

The performance of Grade 12 GAS students at MNHS in critical thinking

questions. Questions 7 had the highest frequency of errors (86%) indicating

areas where students struggled the most. The association between these

constructs functions reciprocally. Critical thinking can serve as a predictor of self-

efficacy (Odacı & Erzen, 2021). Assessing one's self-efficacy necessitates the

utilization of cognitive skills (Bandura, 1997; van Dinther, Dochy, & Segers,

2011); higher-quality cognitive abilities, such as improved capacity to integrate

information from various sources, contribute to a more precise belief in one's

coping capabilities (Chen, Casper, & Cortina, 2001; Karaoğlan-Yilmaz et al.,

2019).

Table 10. Critical Thinking Areas Analysis

Critical Thinking Area Average Student %

Correct
Analyzing arguments 15 30%
(1 and 2)
Assumptions 27 54%
(3 and 4)
Deductions 20 40%
(5 and 6)
Inference 20 40%
 Page 46 of 78

(7 and 8)
Interpreting Information 35 70%
(9 and 10)

This table analyzes the critical thinking areas assessed in the study. It

shows the average number of students who answered questions correctly in

each area and the corresponding percentage of correct responses out of the total

population. Each area corresponds to specific types of critical thinking skills

evaluated in the assessment. The average student demonstrates a higher

proficiency in interpreting information, with a correct percentage of 70%, followed

by assumptions at 54%. However, areas such as analyzing arguments,

deductions, and inference show lower levels of proficiency, ranging from 30% to

40%. This suggests a need for improvement in critical thinking skills across

various domains, particularly in analyzing arguments and making deductions.

Analyzing the critical thinking areas, it's evident that interpreting information was

the strongest area, with 70% of students answering questions correctly.

Conversely, analyzing arguments had the lowest performance, with only 30% of

students answering questions correctly.

Table11. Total Students and Average Score

Metric Value

Total Students 50

Average Score 5
 Page 47 of 78

The summary statistics show that the assessment included a total of 50

students, with an average score of 5 out of 10. This indicates that, on average,

students answered approximately 46% of the questions correctly. Based on this

average score, the students are classified as moderate Critical Thinkers. This

classification suggests that while the students demonstrated some proficiency in

critical thinking skills, there is room for improvement in certain areas. Additional

support and targeted instruction may be beneficial to further develop and

enhance their critical thinking abilities.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter contains the research paper’s summary of findings,

conclusions, and recommendations and serves as the last chapter.

Summary of Findings

The primary conclusions of the research, derived from the collected data,

are as follows the study:

1. Demographic Profile
 Page 48 of 78

1.1 Sex. Out of the 12 GAS students we surveyed, 35, which is 70% of the

total, were male, and 15, which is 30% of the participants, were female. When

combined, these percentages make up 100% of the surveyed students

1.2 Age. Among Grade 12 GAS participants, approximately 62% of the

total respondents fall into the 17–18 age group. Moreover, a notable proportion of

students, roughly 38%, are 19 years old or older. Although there are students

aged 20 and 21 in the Grade 12 GAS program, their enrollment underscores their

ongoing pursuit of senior high school education.

2. Critical Thinking Analysis

2.1 Analyzing Arguments. The study reveals that a considerable number

(70%) of the respondents demonstrated difficulty in accurately assessing

arguments. The majority of participants incorrectly categorized weak arguments

as strong, which may stem from factors such as inadequate comprehension,

misinterpretation, personal bias, or random conjecture. Addressing this challenge

necessitates a focus on educating individuals in critical thinking and logical

reasoning.

2.2 Assumptions. Out of the 50 participants, or 27 out of 50, the

examination of their responses shows that almost 54% gave false answers to the

questions. This high rate of inaccurate answers highlights how difficult it may be

to recognize assumptions in text, which necessitates a sophisticated

comprehension of implicit meanings and contextual factors. Furthermore, those

 Page 49 of 78

who are not as skilled in applying critical thinking techniques could find it

challenging to identify the underlying presuppositions of statements

2.3 Deductions. The analysis of responses from 50 participants indicates

that approximately 60% of the total, specifically 30 respondents, provided false

answers to the questions posed. This high percentage suggests that responders

may encounter challenges in comprehending the logical linkages and

implications within assertions, particularly in complex scenarios involving multiple

premises. This highlights the importance of enhancing individuals' skills in

deciphering and analyzing complex information to facilitate accurate

understanding and interpretation.

2.4 Inference. The average correct inference score among students

stands at 40%, equating to 20 out of 50. This figure reflects a relatively low level

of proficiency in making inferences from the provided information. Consequently,

there is a clear imperative for additional instruction or practice in this skill to

enhance both comprehension and analytical abilities among students

2.5 Interpreting Information. A total of 35 out of 50 responses, or 70% of

the respondents that took part in the "interpreting information" phase, were right

on average. This indicates that the respondents shown a great level of expertise

in information interpretation. Their precise understanding and analysis of the

supplied data demonstrate a solid command of critical thinking abilities. Such

competence is encouraging for their ability to digest information efficiently and

make wise decisions based on a variety of sources.

 Page 50 of 78

3. Summary Statistics

3.1 Frequency of Errors. A total of 35 out of 50 responses, or 70% of the

respondents that took part in the "interpreting information" phase, were right on

average. This indicates that the respondents shown a great level of expertise in

information interpretation. Their precise understanding and analysis of the

supplied data demonstrate a solid command of critical thinking abilities. Such

competence is encouraging for their ability to digest information efficiently and

make wise decisions based on a variety of sources.

3.2 Critical Thinking Areas Analysis. The information shows the average

number of students who correctly responded to questions in various critical

thinking domains as well as the associated proportion of correct responses

among all respondents. Notably, 70% of students correctly answer questions on

information interpretation, whereas 54% of students correctly answer questions

on assumptions. On the other hand, competency levels in domains like argument

analysis, deduction, and inference are lower, ranging from 30% to 40%. This

shows how important it is to develop critical thinking abilities in a variety of fields,

especially when it comes to deductive reasoning and argument analysis.

Although 70% of students correctly answer in the area of information

interpretation, only 30% accurately answer in the area of argument analysis,

indicating areas in need of focused development in critical thinking skills.

3.3 Total Students and Average Score. The summary statistics reveals that

the assessment encompassed 50 students, achieving an average score of 5 out

of 10. This implies that, on average, students answered roughly 46% of the
 Page 51 of 78

questions accurately. With this average score, students are categorized as

moderate Critical Thinkers. This classification acknowledges their demonstrated

proficiency in critical thinking skills to some extent, yet highlights areas where

enhancement is warranted.

Conclusion

It is clear from the study's results, which were gathered from GAS

students in Grade 12, that both demographic traits and critical thinking skills merit

consideration. According to the demographic profile, the student body is

predominately made up of men, with a significant percentage of older students

completing their education and those in the 17–18 age range. Critical thinking

analysis, however, also revealed weaknesses in evaluating arguments,

identifying assumptions, deducing conclusions, and drawing inferences, in

addition to strengths in information interpretation. This emphasizes how critical

thinking and logical reasoning instruction should be specifically focused on to

improve understanding and decision-making abilities.

Additionally, the summary statistics showed that overall competency was

moderate, with performance varying among critical thinking domains. Although

students showed that they could interpret information, there is still space for

development in areas like argument analysis, deduction, and inference. As a

result, extensive efforts are required to help GAS students in Grade 12 develop

their critical thinking skills. The administration of the school have to think about

introducing a variety of activities, both within and outside the classroom, to help

students learn new information by firsthand observation and firsthand

 Page 52 of 78

experience. By doing this, students can become proficient and effective critical

thinkers who are better equipped to confidently and competently take on

problems in their academic and professional lives.

Recommendation

Several suggestions might be made to improve the critical thinking skills of

Grade 12 GAS students in accordance with the study's conclusion:

1. Develop and incorporate a thorough critical thinking curriculum within

the Grade 12 GAS program. This curriculum should concentrate on skills like

evaluating arguments, identifying assumptions, deducing conclusions, and

drawing conclusions. To effectively engage students, this curriculum should

incorporate case studies, interactive activities, and real-world examples.

2. Help teachers better grasp critical thinking principles and instructional

techniques, and offer professional development workshops and training

sessions. Long-term success depends on providing instructors with the

information and resources they need to help their pupils develop critical thinking

abilities.

3. Promote collaborative learning: Create an atmosphere that encourages

students to work together on group assignments that call for critical thinking and

problem-solving abilities. Students can gain a deeper comprehension of difficult

ideas and viewpoints by interacting with one another.

4. Evaluate and adjust strategies: Regularly assess the effectiveness of

critical thinking initiatives and adjust strategies based on feedback and

 Page 53 of 78

outcomes. Monitoring student progress and identifying areas for improvement

are essential for ensuring the long-term success of efforts to enhance critical

thinking abilities among Grade 12 GAS students.

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Evidence from an Expanding Circle. Theory and Practice in Language Studies, 6,

59. doi:10.17507/tpls.0601.08. Retrieved from

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Efficacy. Journal of Social Studies Education Research, 10. Retrieved from

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d_Academic_Self-Efficacy

Lionenko, M., & Huzar, O. (2023, August 31). Development of Critical Thinking in

the Context of Digital Learning. Economics & Education, 8, 29-35.

doi:10.30525/2500-946X/2023-2-5. Retrieved from

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_critical_thinking_as_the_development_of_their_functional_literacy
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APPENDIX A

TRANSMITTAL LETTER
 Page 61 of 78

APPENDIX B

SURVEY QUESTIONNAIRE

MABOLO NATIONAL HIGH SCHOOL

Juan Luna Avenue, Mabolo Cebu City

Investigating the Critical Thinking Skill of Grade 12 General Academic

Strand of Mabolo National Highschool

We sincerely appreciate your willingness to participate in our research study.

Your Valuable Insights and opinions are essential in helping us gain a deeper
understanding of the critical thinking skills of General Academic Strand students. This
questionnaire is a crucial part of our research subject, and your responses will play a
pivotal role in shaping the outcomes of our study.
Demographic Questions
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Age:_________ Sex:________

Instructions critical thinking test

Each Question represents one or more paragraphs of text and a question about
the information in the text. It is your job to figure out which of the options is the
correct answer. For the following questions, please mark or check the line next to
the answer you believe is the best choice."

1. Analysing arguments

Below is a statement that is followed by an argument. You should consider this

argument to be true. It is then up to you to determine whether the argument is strong or
weak. Do not let your personal opinion about the statement play a role in your
evaluation of the argument.

Statement: It would be good if people would eat vegetarian more often.

Argument: No, because dairy also requires animals to be kept that will have to be
eaten again later.

Is this a strong or weak argument?

_____ Strong argument

_____ Weak argument.

2. Analysing arguments

Below is a statement that is followed by an argument. You should consider this

argument to be true. It is then up to you to determine whether the argument is strong or
weak. Do not let your personal opinion about the statement play a role in your
evaluation of the argument.

Statement: Germany should no longer use the euro as its currency

Argument: No, because that means that the 10 billion Deutschmark that the
introduction of the euro has cost is money thrown away.

Is this a strong or weak argument?

_____ Strong argument

_____ Weak argument

3. Assumptions

Overfishing is the phenomenon in which too much fish is caught in a certain area, which
leads to the disappearance of the fish species in that area. This trend can only be
reversed using catch reduction measures. These must therefore be introduced and
enforced.

Assumption: The disappearance of fish species in areas of the oceans is undesirable.

Is the assumption made from the text?

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_____ Assumption is made

_____ The assumption is not made

4. Assumptions

As a company, we strive for satisfied customers. That's why from now on we're going to
keep track of how quickly our help desk employees pick up the phone. Our goal is for
that phone to ring for a maximum of 20 seconds.

Assumption: The company has tools or ways to measure how quickly help desk
employees pick up the phone.

Is the assumption made from the text?

_____ Assumption is made

_____ The assumption is not made

5. Deductions

Assume only the following statements and consider them as facts:

1. All reptiles lay eggs

2. All reptiles are vertebrates
3. All snakes are reptiles
4. All vertebrates have brains
5. Some reptiles hatch their eggs themselves
6. Most reptiles have two lungs
7. Many snakes only have one lung
8. Cobras are poisonous snakes
9. All reptiles are animals

Conclusion: Some snakes hatch their eggs themselves.

Does the conclusion follow the statements?

_____ Conclusion follows

_____ The conclusion does not follow

6. Deductions

(Continue with the statements from question 5.)

Conclusion: Some animals that lay eggs only have one lung.

Does the conclusion follow the statements?

_____ Conclusion follows

_____The conclusion does not follow
 Page 64 of 78

7. Inferences

In the famous 1971 Stanford experiment, 24 normal, healthy male students were
randomly assigned as 'guards' (12) or 'prisoners' (12). The guards were given a uniform
and instructed to keep order, but not to use force. The prisoners were given prison
uniforms. Soon after the start of the experiment, the guards made up all kinds of
sentences for the prisoners. Insurgents were shot down with a fire extinguisher and
public undressing or solitary confinement was also a punishment. The aggression of the
guards became stronger as the experiment progressed. At one point, the abuses took
place at night, because the guards thought that the researchers were not watching. It
turned out that some guards also had fun treating the prisoners very cruelly. For
example, prisoners got a bag over their heads and were chained to their ankles.
Originally, the experiment would last 14 days. However, after six days the experiment
was stopped.

The students who took part in the research did not expect to react the way they
did in such a situation.

To what extent is this conclusion true, based on the given text?

_____ True
_____ False

8. Inferences

(Continue with the text from 'Stanford experiment' in question 7.)

The results of the experiment support the claim that every young man (or at least
some young men) is capable of turning into a sadist fairly quickly.

To what extent is this conclusion true, based on the given text?

_____ True
_____False

9. Interpreting information

The Dutch flag

There is an official protocol for the use of the Dutch flag. This protocol applies to
government agencies. Citizens and companies are expected to follow this protocol, but
they are not obliged to do so.

 A flag is a tribute to the nation and should therefore not be hung outside at night.
Hoisting the flag therefore happens at sunrise, bringing it down at sunset. Only when a
country flag is illuminated by spotlights on both sides, it may remain hanging after
sunset. There is a simple rule of thumb for the time of bringing down the flag. This is the
moment when there is no longer any visible difference between the individual colours of
the flag.
 A flag may not touch the ground.
 On the Dutch flag, unless entitled to do so, no decorations or other additions should be
made. Also, the use of a flag purely for decoration should be avoided. However, flag
cloth may be used for decoration - for example in the form of drapes.
 Page 65 of 78

 The orange pennant is only used on birthdays of members of the Royal House and
King's Day. The orange pennant should be as long or slightly longer than the diagonal
of the flag.

Conclusion: One can assume that no Dutch flag will fly at government buildings
at night unless it is illuminated by spotlights on both sides.

Does the conclusion follow, based on the given text?

_____ Conclusion follows

_____ The conclusion does not follow

10. Interpreting information

(Continue with the text from 'Dutch flag protocol' in question 9.)

Conclusion: If the protocol is followed, the orange pennant will always be longer
than the horizontal bands/stripes of the flag.

Does the conclusion follow, based on the given text?

_____Conclusion follows

_____The conclusion does not follow

APPENDIX C

DOCUMENTATIONS
 Page 66 of 78

APPENDIX D:

CURRICULUM VITAE OF THE ADVISER

RONNEL G. AÑOS

Phase 1 Block 1 Lot 102 Colorado Dos, Jubay, Liloan, Cebu 6000
 Page 67 of 78

[email protected]

+639 32 426 9985

EDUCATIONAL ATTAINMENT

2012 – 2014 Master of Arts in Literature (CAR)

Cebu Normal University
Osmena Boulevard, Cebu City, 6000 Cebu

2005 – 2009 Bachelor of Secondary Education major in English

Cebu Institute of Technology – University
Bacalso Avenue, Cebu City, 6000 Cebu

WORKING EXPERIENCE

2013 – Current Teacher III Mabolo National High School

Assist the school principal in the operation of the

school

Manage the wellbeing of the students’ body in terms

of extracurricular activities, school programs and the

like Teach English to public senior high school leaners

Maintain discipline in the classroom

Simplify lesson plans in line with curriculum objectives

 Page 68 of 78

2011 – 2013 Teacher (Contractual) Mabolo National High School

Night

Taught not just English and Literature to high school

students but MAPEH, TLE, and Filipino too

Prepared Quarterly Assessment questionnaire

Assessed and looked after 100+ students’ progress

throughout the term

2009 – 2011 ESL Teacher MTM Cebu Language Institute Inc.

Taught English as a Second Language to Koreans,

Japanese, Chinese and Taiwanese adults, and
children

APPENDIX E:

CURRICULUM VITAE OF THE RESEARCHERS

Edcel Jan C. Badilles

Mabolo Lahing-lahing, Cebu City

 Page 69 of 78

+639605579126

[email protected]

EDUCATIONAL ATTAINMENT

2023- Present Mabolo National High School

Pope John Paul II Avenue, Cebu City
Senior High School
2017-2020 Hipodromo Night High School
Hipodromo Oval Road, Cebu City
Junior High School
2011-2017 Mabolo Elementary School
Pope John Paul II Avenue, Cebu City

WORKING EXPERIENCE

 Internship Department of Education Cebu City Division Office

Imus Ave. Cebu City, 6000 Cebu
February 22, 2024- March 17, 2024
 Page 70 of 78

John Sydric R. Baguio

Quezon Boulevard Sto. Niño Cebu City
09939058027
[email protected]

EDUCATIONAL ATTAINMENT
 Page 71 of 78

2022-2024: Mabolo National Highschool

Pope John Paul II Ave. Cebu City
Senior High School
2016-2021: Mabolo National Highschool
Pope John Paul Ave. Cebu City
Junior High School
2011-2016: Mabolo Elementary School
Juan Luan Ave. Mabolo Cebu City
Elementary School

WORKING EXPERIENCE

 Internship Department of Education Cebu City Division Office

Imus Ave. Cebu City, 6000 Cebu
February 22, 2024- March 17, 2024

MHER ALEXA ESTAREJA

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Pestañes Apartment Panagdait Kasambagan

[email protected]

+(63)9054918651

EDUCATIONAL ATTAINMENT

2022-2024: Mabolo National Highschool

Pope John Paul II Ave. Cebu City
Senior High School
2017-2020 Katipa Elementary
Elementary School

WORKING EXPERIENCE

 Internship Finance Office of Mabolo National High School

February 16, 2024 -March 24, 2024.
 Page 73 of 78

Kathleen T. Tundag
Salinas Drive Lahug Cebu City
[email protected]
09463655149

EDUCATIONAL ATTAINMENT

2023-2024 Mabolo National High School

Pope John Paul II Ave. Cebu City
Senior High School
2021-2022 Lataban National Highschool
Junior High School
2012-2013 Lataban Elementary Schoo
Elementary School

WORKING EXPERIENCE

 Internship Principal's Office of Mabolo National High School

February 16, 2024 -March 24, 2024.
 Page 74 of 78

Stephen V. Logronio
Mabolo Lahing-Lahing Cebu City
[email protected]
09193345412

EDUCATIONAL ATTAINMENT

2022-2024 Mabolo National Highschool

Pope John Paul II Ave. Cebu City
Senior High School
2015-2020 Mabolo Christian Academy
Barangay Mabolo Cebu City
Elementary School

WORKING EXPERIENCE

 Internship JHS Office Abellana National School

February 21,2024 - March 20,2024
 Page 75 of 78

Mary Kathleen D. Acojedo

1085k MJ Cuenco avenue, Cebu City
[email protected]
09602070413

EDUCATIONAL ATTAINMENT

2022-2024 Mabolo National Highschool

Pope John Paul II Ave. Cebu City
Senior High School
2017-2022 Tejero National High School
Tejero M.J. Cuenco Ave, Cebu City
Junior High School
2011-2017 Carreta Elem. School
M.J. Cuenco Ave, Cebu City
Elementary School

WORKING EXPERIENCE

 Internship DepEd Division Cebu City

February 23, 2024 - march 15, 2022
 Page 76 of 78

Christian B. Labra
Sitio Mabuhay Brgy Luz
[email protected]
09566437684

EDUCATIONAL ATTAINMENT

2022-2024 Mabolo National Highschool

Pope John Paul II Ave. Cebu City
Senior High School
2018-2022 Barrio Luz National Highschool
Archbishop Reyes Ave. Cebu City
Junior High School
2011-2018 Mabolo elementary school
Juan Luan Ave. Mabolo Cebu City
Elementary School

WORKING EXPERIENCE

 Internship Mabolo Principal Office

February 19 - March 22,2024
 Page 77 of 78

Fritz C. Arco
170-A Cabantan St. Cebu City
[email protected]
09764367912

EDUCATIONAL ATTAINMENT

2022-2024 Mabolo National Highschool

Pope John Paul II Ave. Cebu City
Senior High School
2011- 2018 Bario Luz National High School
Arch Bishop Reyes Avenue, Cebu City
Junior High School
2000-2010 Bario Luz Elementary School
Bario, P Cabantan, Cebu City

WORKING EXPERIENCE

Jasmine Tea House 2 years

Page 78 of 78