St.

Paul University Philippines

Tuguegarao City, Cagayan 3500

INSTRUCTIONAL EXPOSURE, EXTENT OF USE AND LEVEL OF

CRITICAL THINKING AND PROBLEM SOLVING SKILLS AMONG

SENIOR HIGH SCHOOL STUDENT: BASIS FOR AN ENHANCED

MATHEMATICS TEACHING-LEARNING MODEL

____________________

A Research Proposal

Senior High School Department

St. Paul University Philippines

Tuguegarao City, Cagayan

____________________

In partial fulfillment

of the requirements for the course

Practical Research 1

____________________

By:

Emolyn M. Iringan

Senior High School 1

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

TABLE OF CONTENTS

Title Page

Title Page.......................................... i

Table of Contents................................... ii

Chapter 1 THE PROBLEM AND REVIEW OF RELATED. . .

LITERATURE............................ 1

Introduction.................................... 1

Review of Related Literature and Studies........ 12

Critical Thinking......................... 12

Problem Solving........................... 38

Teaching Strategies to Promote Critical Thinking

and Problem Solving....................... 72

Assessing Critical Thinking and

Problem Solving........................... 125

Conceptual Framework............................ 134

Statement of the Problem........................ 152

Scope and Limitation............................ 156

Significance of the Study....................... 158

Definition of Terms............................. 160

Senior High School 2

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

Chapter 2 METHODS AND PROCEDURES.............. 166

Research Design .................................... 166

Research Participants .............................. 167

Instrumentation..................................... 169

Data Gathering Procedure............................ 173

Data Analysis ..................................... 174

REFERENCES ......................................... 176

APPENDIX……......................................... 189

Senior High School 3

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

Chapter 1

THE PROBLEM AND REVIEW OF RELATED LITERATURE

Introduction

Theoretical Framework

Senior High School 4

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

This study emerged from the conglomeration of the

following theories, concepts, and frameworks:

The paradigm in Figure 1 shows how these theories are

translated into the study context.

INPUT PROCESS OUTPUT

K-12 Mathematics  Development and Baseline data on the

Framework Validation of extent of use,
research tools extent of
Relevant Theories on instructional
Critical Thinking and  Assessment of the exposure of
Problem Solving extent of students in
instructional mathematics
K-12 Curriculum and exposure, the extent instructionthatprom
Dynamic Instructional of use and skills otes critical
Plans of the Senior level of students thinking and
High School concerning critical problem-solving
Mathematics thinking and skills and their
problem-solving. level of
Students’ Learning acquisition of
Experiences and  Analysis of the these skills
Teachers’ Teaching teaching practices
Practices and students’ Mathematics Teaching-
learning Learning Model for
 experiences Promoting Critical
Thinking and
 Problem Solving
Skills

FEEDBACK
Figure 1. The Paradigm of the Study

As reflected in the paradigm, the K-12 mathematics

framework; xxxxxxx

Statement of the Problem

Senior High School 5

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

This study aims to assess instructional exposure, the

extent of use and level of Critical Thinking and problem-

solving skills among Senior High School Students of St.

Paul University Philippines. The study will further

document difficulties encountered and suggestions offered

by students to enhance the integration of these skills in

mathematics instruction.

More specifically, the study aims to answer the

following sub-problems:

1. To what extent do students utilize their critical

thinking in their daily learning tasks regarding the

following dimensions:
1.1 gathering information and supporting position;
1.2 planning and organizing information;
1.3 openness to different ideas; and
1.4 Goal setting dimension?
2. What is the extent of exposure of students to

instructional activities that promote critical

thinking and problem solving along the following areas

as assessed by the students and the subject area

chairman:
2.1 content
2.2 process of learning and strategies
2.2.1 process of learning
2.2.1.1. asking and developing questions;

2.2.1.2.making connections;
Senior High School 6
 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

2.2.1.3. sharing and collaborating;

2.2.1.4. analyzing

2.2.2.strategies

2.3 assessment techniques

3. Is there a significant difference on the assessment of

the two groups of assessors on the students’ extent of

exposure to instruction that promotes critical thinking and

problem-solving skills in the specified areas of

instruction?

4. What are the students' level of critical thinking and

problem-solving skills?

5. Is there a significant correlation between the pairs of

variables?

5.1 Students' extent of instructional exposure and their

extent of use of their critical thinking and problem-

solving skills.

5.2 students' instructional exposure and their level of

critical thinking and problem-solving skills

5.3 Students' level of critical thinking and problem-

solving skills and their extent of use of these skills

6. What were the learning difficulties encountered by

students in the specific learning areas in mathematics

Senior High School 7

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

instruction as regards the integration of critical thinking

and problem-solving skills?

7. What were the difficulties encountered by teachers in

the promotion of critical thinking and problem-solving

skills in mathematics instruction?

8. What instructional enhancement do teachers suggest to

facilities the integration of critical thinking and problem

solving skills in mathematics instruction?

9. What teaching-learning model can be developed for

mathematics instruction to strengthen students' acquisition

of critical thinking and problem-solving skills?

Scope and Limitation

This study is focused on the assessment of the

students' extent of exposure to instruction that promotes

critical thinking and problem-solving skills in mathematics

instruction along areas of content, the process of learning

and teaching strategies, and methods of assessment.

Students' level of critical xxxxxxxxxxxxxx

Significance of the Study

Senior High School 8

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

The results of the study will be significant to the

following:

Senior High School Students. The senior high school

students may be made appreciative of the instructional

practices of their teachers. Their awareness of their skill

level regarding critical thinking and problem-solving may

help them plan for self-regulated activities that aid in

the learning of the mathematics concepts.

Senior High School Mathematics Teachers. The results

of the study will bring awareness to mathematics teachers

in the Senior High School level on the effectiveness of the

instruction based on the level of and extent of use of

critical thinking and problem-solving skills. The teaching-

learning model that will be developed will help teachers in

planning for mathematics lessons that will promote critical

thinking and problem-solving skills.

Subject Area Coordinators in Mathematics. The subject

area chairman may elicit information from the study that

may help in planning for instructional intervention to

improve mathematics instruction.

Principal. The principal of the basic education unit

may consider the result of this study as a basis for

Senior High School 9

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

monitoring and evaluate mathematics instruction in the

unit.

Senior High School Coordinator. This study may provide

the senior high school coordinator an input in planning for

classroom activities intended to improve mathematics

instruction, to ensure the acquisition of the desired

skills.

Department of Education. The results of the study may

provide initial information on the extent of attainment of

the objectives of the K-12 mathematics instruction

particularly on the integration of critical thinking and

problem-solving skills. The results may serve as inputs for

planning an intervention to intensify mathematics

instruction.

Curriculum Planner. The result may provide information

for curriculum planners in refining the senior high school

curriculum specifically on the matters of content, teaching

strategies, and assessment techniques.

Researchers. Being a mathematics teacher, the

researcher will consider the result of the study in

intensifying mathematics instruction to ensure the

acquisition of the desired 21st-century skills.

Senior High School 10

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

Future Researchers. The results of the study may serve

as baseline information for further investigation on topics

related to critical thinking and problem-solving skills.

Definitions of Terms

The following terms shall be defined operationally as

in this study for the clearer understanding of the and

variables under investigation:

Analyzing. This is a ‘process of learning' component

which deals with learning activities that allow students to

generate concepts grounded on data.

Asking and Developing Questions. This is a ‘process of

learning’ component which deals with learning activities

that provide students with opportunities to ask questions

and to generate essential questions that will lead to the

formulation of the concepts.

Senior High School 11

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

Chapter 2

METHODOLOGY

This chapter contains the methods and procedures that

will be used in the study. It includes the research design,

participants of the study, instrumentation, data gathering

procedure and the data analysis tools which shall be

utilized to analyze the gathered data.

Research Design

Senior High School 12

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

This investigation will utilize the mixed research

approach. xxxxxxxxxxxxxx

Participants of the Study

Two group of participants will be involved in the

study, xxxxxxxxxxxxxxxxxxx

Instrumentation

The study will utilize the following data gathering

tools:

Critical thinking and problem-solving survey. This is a 21

item test which will be used to assess the extent of use of

critical thinking in learning and in accomplishing assigned

tasks. This involves four dimensions, namely, gathering

information and supporting position (8 items), planning,

organizing information (4 items), openness to different

ideas (5 items), and goal setting dimension (items).

xxxxxxxxxxxxxxx

Senior High School 13

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

Data Gathering Procedure

The researcher framed letter of request to the

principal of the basic education unit and the coordinators

of the senior high school students in sets A and B to

conduct the study and for the distribution of the

questionnaire to the participants.

xxxxxxxxxxxxxxxx

Data Analysis Tools

The data obtained through the questionnaires will be

tallied and will be treated using the following statistical

tools:

xxxxxxxx

References

Bhaskar, S. (2013). Ways to Teache critical thinking and

problem solving. Edtech Review .
Burris, C. (2010). A five step problem solving. CA: Pearson

Senior High School 14

 St. Paul University Philippines
Tuguegarao City, Cagayan 3500

Cox, J. (2002). Teaching Sttrategies to Promote Critical

Thinking. TeachHub .
Crockette, L. (2017). 12 strong strategies for effectively
teaching crtiical thinking skills. global digital
citizen .
Dendane, A. (2009). Skills Needed for Mathematics Problem
Solving. 10th Annual Conference Proceedings .
Firdaus, I., Kailani, M., & Bakry, N. (2015). Developing
Critical Thinking Skills of Students. Journal of
Education and Learning .
Kurniati, Y., & et.al. (2002). Contextual Teaching and
Learning Approach.
Rasiman. (2002). Leveling of Critical Thinking Abilities of
Students of Mathematics Education in Mathematical
Problem Solving
Rodzalan, S. a. (2015). The perception of critical thinking
and problem solving skills among Malaysian
Undergraduate students. Procedia: Social and
Behavioral Sciences .
Rodzalan, S. a. (2015). The perception of critical thinking
and problem solving skills among Malaysian
Undergraduate students. Procedia: Social and
Bahavioral Sciences .
Snyder, M. e. (2002). Teaching critical thinking andproblem
solving skills.
Stacey, L. (2014). Strategies to Promote Critical Thinking
in Elementary Schools.

Senior High School 15