A Comparative Analysis of Instructional Setting: Effect on Critical Thinking Skills of Science Students

Authors

  • Alelie Santos
  • Madel Doroja

Keywords:

Flipped Classroom, Critical Thinking Skills, Science, Instructional Setting

Abstract

INTRODUCTION

The aim of the study is to improve the critical thinking skills of Science students by exposing them into an innovative teaching strategy such as the flipped classroom. The findings of the study can help teachers to discover other ways to become more effective and efficient in their teaching service delivery.

 

METHODS

The study used an experimental approach. Both sections were given the same questionnaire in pre-test and post-test, one section was a controlled group. The researcher creates a researcher-made pre-test and post-test to test the students' critical thinking skills.

 

RESULTS

The findings of the study showed that there is no significant difference in the level of critical thinking skills between control and experimental groups.

 

DISCUSSIONS

From the results, it can be seen that the students' critical thinking skills lowered. This is probably due to the researcher's limited time in conducting the study and other factors in which the researcher has no control of such as absenteeism.

The findings reveal that critical thinking did not improve in the control group. This is probably because the type of critical thinking interventions does not match the learning style of the students.At -the value of -0.508 and a p-value of 0.614 registers no significant difference in the pre-test and post-test results of grade 10 science students prior and after their exposure to flipped classroom instruction.On this study, the researcher believes that the quality of the flipped classroom, together with the help of other factors, on implementing the said program is a compelling force in improving the level of critical thinking skills of grade 10 science students.

Published

2019-01-18