Deep Thinking Questions Skills of Teachers and Deep-Thinking Skills of Pupils: An Assessment

Abstract

INTRODUCTION

Based on the researcher's observations, when teachers are asked about how often they assess application, reasoning, and thinking skills of their pupils, teachers claim they assess these levels quite a bit. This study focused on how to properly assess pupils and share best practices with fellow teachers. Primary teachers should be more aware of the necessity of using deep thinking questions in class. Many of the pupils now understand the importance of the many different types of questions that can be asked.

METHODS

A descriptive research methodology was used. Descriptive studies report summary data such as measures of levels, correlations, deviance from the mean and comparison of variables. It is intended that through this method, the questions enumerated in the statement of the problem will be answered precisely and exactly.

RESULTS

The teachers always used the following elements of deep-thinking questions: causal reasoning, comprehension, deduction, evaluation, deep knowledge, analysis, induction, and creative thinking. The level of deep-thinking questions skills of teachers as perceived by themselves and their pupils has a total of fourteen (14) indicators. The general weighted mean given by the teachers to themselves is 4.32, which is interpreted as Excellent. The level of deep-thinking skills of Grade VI pupils showed that most pupils have average thinking skills with fifty-six percent (56%) of total pupil respondents.

DISCUSSIONS

The results demonstrate that the level of deep-thinking questions skills of teachers must form part of all assessments, oral and written, periodic examinations or even quizzes. This is to practice and develop the pupils' skills on deep thinking. The incorporation of high level of questioning on the lesson plans of the teachers is important regardless of grade level.