Teaching Approaches for the Development of Critical Thinking Skills of Students

Abstract

This study aimed to assess the level of critical thinking skills among students at Central Philippines State University (CPSU), as evaluated by both teachers and students, in relation to various teaching approaches. Employed a descriptive-correlational research design, data were carefully collected from 298 students and 105 teachers through a modified standardized questionnaire and Key Informant Interview (KII) Guide Questions. The results indicated a notable finding, while students rated the application of teaching approaches as very high, teachers perceived them in the same manner. Students showed good level of critical thinking skills, particularly in conceptualization and analysis. However, competencies in synthesis and evaluation emerged as areas in need of further enhancement. Significant differences were identified between the assessments of the teaching approaches by teachers and students, especially concerning direct, discovery, metacognitive, and constructivist methods. Furthermore, the study uncovered a relationship between teaching approaches—particularly constructivist and metacognitive methods—and critical thinking skills, including analysis and synthesis. In addition, the teachers' answers to the interview suggested a link to the critical thinking abilities of learners. In the end, the conclusion showed that different teaching strategies favorably influenced students' critical thinking development. Recommendations arising from this study include improving the clarity and applicability of teaching techniques, placing greater emphasis on synthesis and evaluation in student assessments, and fostering self-directed learning through inquiry-based approaches to enrich the educational experience and outcomes for students.