Critical Thinking Skills and Its Effect on The Hekasi Learning of Grade Six Pupils, Ateneo de Davao University
February 28, 2013 in Uncategorized
This study determined the critical thinking skills and its effect on their learning in HEKASI of grade six pupils, Ateneo de Davao University during the school year 2009-2010. This study looked into the following: (1) the profile of the pupils: dialect used at home, HEKASI rating during the first grading period, school year 2009-2010, pupils’ attitudes towards HEKASI, parental support and availability of reading materials at home. Teachers’ attributes include the teachers’ attitudes towards HEKASI, questioning techniques and their teaching methods and strategies. (2) the pupils’s critical thinking skills based on Bloom’s Revised Taxonomy: remembering, understanding, applying, analyzing, evaluating, and creating. (3) the pupils’ learning in HEKASI based on the different levels of the revised Bloom’s Taxonomy which covers the Philippine Geography, History and Civics components. The study made use of random sampling in the selection of respondents. There were three (3) HEKASI teachers and 235 grade six pupils. The descriptive research design was employed in the study with the questionnaire as the instrument used to gather the data. In-depth interview was also conducted to the teachers and pupil-respondents. The analytical design was used in this study included the measures of central tendency, Pearson-Product Moment Correlation, T-test, F-test and Simple Linear Regression. Most of the pupil- respondents spoke Visayan as their major dialect at home. Their HEKASI rating as their background knowledge and skills is good. On the other hand, the over-all rating of the pupil-respondents in their attitude towards HEKASI is fair. As to the parental support, they rated good. In fact, pupils are well-supported by their parents, who show their commitments by attending meetings and seminars given them. Others, who are working can still communicate with the school through internet and texting. Such programs are made by Smart Telecommunications named “Infoboard” for the parents who are working abroad who can not come personally to follow up the academic performance of their children in the school. Considering the availability of reading materials at home, the over-all rating is low. Teachers have positive towards HEKASI. They rated their questioning techniques and teaching methods and strategies as good. The majority of the teachers have 6-10 years of teaching experiences in teaching HEKASI. Majority of the teachers prefer to teach the subject both in English and Filipino. All of the teacher-respondents used different strategies in teaching to make their class interesting. Cooperative learning approaches were employed. Moreover, they stated that they were trained to use differentiated activities, pupil-initiated activities, multiple intelligence approaches and computer-aided instruction. The thinking skills of the pupil-respondents is fair. The following ratings are: remembering, good; understanding, good; applying, good; analyzing, fair; evaluating, fair; and creating fair. On the other hand, the pupil-respondents obtained an over-all rating of fair in HEKASI. The pupils’ ratings are: Philippine history, poor; Philippine geography, fair, and civics, fair. The pupils’ thinking skill have no significant difference in their learning in HEKASI when grouped according to each of the following: dialects used at home and HEKASI rating. However, there is a significant difference in the pupils’ critical thinking skills and their learning in HEKASI when grouped according to each of the following:, pupils’ attitudes towards HEKASI and parental support. It was noted that the pupils’ critical thinking skills have significant effect on their HEKASI and their thinking skills. These can be attributed tot he pupils’ study habits, change of curriculum, teachers’ teaching skills and attitudes about social issues, language preference, family background, peer and media influences. From the results and conclusion, it is recommended that policy makers and school administrators design an effective module on HOTS enhancement strategies/activities to be employed in the classroom in order to increase the academic performance of the pupils in all learning areas. There is really a need for the HEKASI teachers to design, plan and use HOTS as a teaching strategy to improve instructions and pupils’ performance. They should use questioning techniques that will develop critical thinking skills and ability of the pupils to ask questions. Lastly, teachers should also use and strengthen the a CBI (Content Based Instruction) an integrative method of teaching HEKASI for Geography and Civics and Culture.