THE DEVELOPMENT OF CRITICAL THINKING AS THE LEARNING PROCESS

IN THE K-12 CURRICULUM OF THE JUNIOR HIGH SCHOOL STUDENTS

IN JOHH PAUL INTEGRATED MONTESSORI

SCHOOL OF JALAJALA S.Y 2019-2020

A Research Paper Presented to

The Faculty of John Paul Integrated

Montessori School of Jalajala

In Partial Fulfillment of

Requirements in Research 2

ARTIAGA, HANELETH B
BACAY, VINCENT JEROME A
CHANTENGCO, JEACENT M
ESTACIO, RHOMEL S
MANGUBAT, JOHN CHRISTOPHER S
SAN JOSE, JOHN MARLON P

OCTOBER 2019

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 ACKNOWLEDGEMENT

We acknowledge the following people with deep gratitude and sincere

appreciation, who selflessly gave us valuable support and inspiration to complete
this thesis;

To all of the JPIMS staffs, for being so considerate and patient in giving
necessary guidelines, rules, and comments and much welcomed suggestions while
we are making this study ;

To our Thesis adviser Mrs. Caren Manalo, for guiding us throughout the
whole study.

Mrs. Conchita DR. Gellido, our enthusiastic and considerate principal, for
allowing us to conduct this study.

To our respondents, the Junior High School Students, for the fact that this
thesis could have not been completed without their cooperation.

To our friends, who were there in our time of need, to make us smile when
things gone wrong and for their cheers and inspirational comments.

To our beloved parents and siblings, whose undying support served as an

inspiration for all of us to get through the demanding task of creating this study and
especially;

To our Almighty God, who gave us strength to do this research and keeping
us always safe.

It was really wonderful to have all of your support during the process of making
this study. Thank you so much.

THE RESEARCHERS

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 DEDICATION

“I dedicate this thesis to my beloved parents and to God Almighty, my creator,

and my pillar, and to my friends who have always supported me. They are my
inspiration, my source of courage in life.” – Haneleth B. Artiaga

“I would like to dedicate this research that is the result out hard work and
perseverance to my parents, relatives and friends, and teachers and most of all to
our Almighty God that guides and inspires us.” – Vincent Jerome A. Bacay

“I dedicate this thesis to my family, especially my parents, who have always

supported me morally and even financially. I also dedicate this to my friends, who
supported me throughout this study. And lastly to Almighty God, my source of
strength in life.” – Jeacent M. Chantengco

“I would like to dedicate this thesis to my parents, friends, relative who were
always there to help and support me in all my needs to make this research possible,
And also to our God Almighty who was always there to guide us in everything we
have done in his research.” – Rhomel S. Estacio

“This study is wholeheartedly dedicated to my beloved parents, who have

been my source of inspiration and strength when we thought of giving up, who
continually provide their moral and financial support.” – John Christopher S.
Mangubat

“I unpretentiously dedicate this thesis to my compassionate parents who

supported me throughout this whole study. To my friends who were there in my
times of need, and lastly to Almighty God who showered me with his guidance and
protection while we are creating this study.” – John Marlon P. San Jose

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 TABLE OF CONTENTS

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

Acknowledgement……………………………………………………………………….....ii

Dedication…...............................................................................................................iii

Table of Contents…………………………………………………………………….…....iv

CHAPTER 1: The Problem and Its Background

Introduction…………………………………………………………………….…….1

Significance of the Study……………………………………………………….…..3

Statement of the Problem………………………………………………………...3

Scope and limitation………………………………………………………….…..4

Conceptual Framework of the study……………………..……………..……....5

Hypothesis of the Study………………………………………………….…...….6

Definition of terms…………………………………………………………...…...7

CHAPTER 2: Review of related Literature and Study

Local Literature………………………………………………………………….….8

Local Study.....................................................................................................10

Foreign Literature……………………………………………………………..…..11

Foreign Study……………………………………………………………….…….13

CHAPTER 3: Methods and Procedures

Research Design……………………………………………………………….…14

Setting of the Study………………………………………………………………15

Population and Sample………………………………………………………….15

Validation Procedure………………………………………………………….….16

Data Gathering Procedure…………………………………………………..…..16

Statistical Treatment of Data……………………………...……………………..16

Research Instrument………………………………………………………….…..16

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CHAPTER 4: Analysis and Presentation of Data

Analysis and Presentation of Data……………………………………………....19

CHAPTER 5: Summary of Findings, Conclusion, and Recommendations

Summary of Findings………………………………………………………..….....22

Conclusion……………………………………………………………………...…..24

Recommendation…………………………………………………………………..24

Bibliography……………………………………………………………………………….25

Appendix

Appendix A………………………………………………………………………….26

Appendix B………………………………………………………………………….27

Appendix C…………………………………………………………………….……29

Appendix D……………………………………………………………………….…31

Curriculum Vitae …………………………………………………….…………………33

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 CHAPTER 1

The Problem and its background

INTRODUCTION

In today’s world, the act or use of critical thinking are most constantly present
in schools, students exercising it to solve complex problems, to enumerate things
with precision, remembering the previous lessons and most importantly, to learn.
Critical Thinking is the tool, a process used during these activities. And as we
practice it, we also practice our Strategic Thinking.

Critical thinking is the analysis of facts to form a judgment. The subject is

complex, and several different definitions exist, which generally include the rational,
self-directed, self-disciplined, self-monitored, and self-corrective thinking. It
presupposes assent to rigorous standards of excellence and mindful command of
their use. It entails effective communication and problem-solving abilities as well as a
commitment to overcome native Egocentrism and Sociocentrism.

The earliest documentation of critical thinking are the teachings of Socrates

recorded by Plato. Socrates established the fact that one cannot depend upon those
in "authority" to have sound knowledge and insight. He demonstrated that persons
may have power and high position and yet be deeply confused and irrational. He
established the importance of asking deep questions that probe profoundly into
thinking before we accept ideas as worthy of belief.

He established the importance of seeking evidence, closely examining

reasoning and assumptions, analyzing basic concepts, and tracing out implications
not only of what is said but of what is done as well. His method of questioning is now
known as "Socratic questioning" and is the best known critical thinking teaching
strategy. In his mode of questioning, Socrates highlighted the need for thinking for
clarity and logical consistency. Socrates asked people questions to reveal their
irrational thinking or lack of reliable knowledge. Socrates demonstrated that having
authority does not ensure accurate knowledge. He established the method of
questioning beliefs, closely inspecting assumptions and relying on evidence and
sound rationale. Plato recorded Socrates' teachings and carried on the tradition of
critical thinking. Aristotle and subsequent Greek skeptics refined Socrates' teachings,

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using systematic thinking and asking questions to ascertain the true nature of reality
beyond the way things appear from a glance.

Critical thinking is an important element of all professional fields and

academic disciplines (by referencing their respective sets of permissible questions,
evidence sources, criteria, etc.). Within the framework of scientific skepticism, the
process of critical thinking involves the careful acquisition and interpretation of
information and use of it to reach a well-justified conclusion. The concepts and
principles of critical thinking can be applied to any context or case but only by
reflecting upon the nature of that application. Critical thinking forms, therefore, a
system of related, and overlapping, modes of thought such as anthropological
thinking, sociological thinking, historical thinking, political thinking, psychological
thinking, philosophical thinking, mathematical thinking, chemical thinking, biological
thinking, ecological thinking, legal thinking, ethical thinking, musical thinking, thinking
like a painter, sculptor, engineer, business person, etc. In other words, though critical
thinking principles are universal, their application to disciplines requires a process of
reflective contextualization.

Critical thinking is considered important in the academic fields because it

enables one to analyze, evaluate, explain, and restructure their thinking, thereby
decreasing the risk of adopting, acting on, or thinking with, a false belief. However,
even with knowledge of the methods of logical inquiry and reasoning, mistakes can
happen due to a thinker's inability to apply the methods or because of character traits
such as egocentrism. Critical thinking includes identification of prejudice, bias,
propaganda, self-deception, distortion, misinformation, etc. Given research in
cognitive psychology, some educators believe that schools should focus on teaching
their students critical thinking skills and cultivation of intellectual traits.

The purpose of the study is to determine the critical thinking level of the junior
high school students of John Paul Integrated Montessori School of Jalajala and to
make an action plan to develop the critical thinking of the said population.

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SIGNIFICANCE OF THE STUDY

This study will provide a brief explanation on how critical thinking develops
when a student grows and learns new things. Thus, making them aware of the
techniques and methods on how they can improve their critical thinking. This study
can be beneficial to the following group of people.

1. STUDENT- can have a deeper and broad understanding about critical thinking
and how can they utilizes it to improve their performances in school.

2. TEACHER- will be able to know different and new ways of teaching that they can
apply on their teachings so the way their students think will develop.

3. PARENTS - will be informed on how can they encourage their children’s and help
them learn even if they are not in the school.

4. ADMINISTRATOR- will be informed about the different activities that can be

conducted and use to increase the teaching abilities of the staffs.

5. PRINCIPAL – the school principal will be informed about the ways to solve the
problem that the school is facing.

6. RESEARCHERS- by conducting this study, we the researchers, can also improve

our thinking be it anthropological, ethical or moral way of thinking.

STATEMENT OF THE PROBLEM

The purpose of this study is to develop a source material on how critical

thinking develops as the learning process in the K-12 curriculum.

The purpose of the study is to answer the following questions:

1. What is critical thinking?

2. Who will benefit from the study?

3. What are the other ways to improve someone’s critical thinking

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SCOPE AND LIMITATION

The focus of this study is to determine how critical thinking develops under the
new curriculum and how can it affects the logical thinking of a student.

It delimits that the study may not be generalizable to other populations that
doesn’t attend the school.

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CONCEPTUAL FRAMEWORK OF THE STUDY

INPUT PROCESS OUTPUT

Prepare and validate the Solution for the

1. Profile of
self-made questionnaire development of critical
Respondents in terms
checklist. thinking as the learning
of:
process in the K-12
1.1 - Age curriculum in John Paul
Administration of Integrated Montessori
1.2 - Gender School of Jalajala
questionnaire checklist.

2. Questionnaire
Retrieval of
Checklist
questionnaire checklist.

Evaluation of
gathered data.

Feedback

Figure 1

The Development of Critical Thinking as the learning process in the K-12 curriculum
of the Junior High School Students in John Paul Integrated Montessori School of
Jalajala S.Y 2019-2020

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 Base on the theory presented, a conceptual model was developed.

The conceptual model of the study was based on the system approach by Coombs,
which involves the input, process and output.

The first frame is the input which contains the Junior High School as the
respondents of the study described in terms of age and sex.

The second frame refers to the process which consists the construction and
validation of questionnaire-checklist, and retrieval of questionnaire-checklist, analysis
and interpretation of data. The third frame shows output of the study which is an
action plan to guide the students for the development of their critical thinking.

The line from the output frame going to both input and processes present
feedback. This means that the system is a continuous process which does not stop
after the input was achieved and also feedback transmit, whatever reception it may
get from the output of the study.

HYPOTHESIS OF THE STUDY

The study will test the null hypothesis stating that there is no significant
difference on the extend of the factors affecting the development of critical thinking
as the learning process in the K-12 curriculum of the Junior High School Students in
John Paul Integrated Montessori School of Jalajala perceive by themselves with
respect to personal family, peers and school in terms of gender and age.

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DEFINITION OF TERMS

The key terms in the study are given the operational definition

Egocentrism

Egocentrism is the inability to differentiate between self and other. More

specifically, it is the inability to untangle subjective schemas from objective reality
and an inability to accurately assume or understand any perspective other than one's
own

Socioentrism

The tendency to look at the world primarily from the perspective of one's own
social group or society.

Socratic Questioning

Socratic questioning was named after Socrates, who is thought to have lived
c. 470 BCE–c. 399 BCE. Socrates utilized an educational method that focused on
discovering answers by asking questions from his students

Critical thinking

Is the analysis of facts to form a judgment. The subject is complex, and

several different definitions exist, which generally include the rational, self-directed,
self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to
rigorous standards of excellence and mindful command of their use.

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 CHAPTER II

Review of Related Literature and Studies

This chapter presents the reading materials related to the topic which we
carefully evaluated to discuss the present study. Local and Foreign literature were
discussed in relation to the present work to give a concrete analysis of the result.

LOCAL LITERATURE

Without even realizing it, we use critical thinking skills every day. In fact, these
important skills are used in everything from problem solving, following through on
goals, and making informed decisions. The earlier the foundation of critical thinking
is built the sooner children can make sense of information through analysis and
thinking. It’s even been found that kids that have an early start cultivating critical
thinking skills perform better in school are more creative and are better at making
good judgments.

According to Leander P. Marquez (2016). One of the most prominent effects

of globalization and the steady advance of capitalism is the increase in demand for
skilled human capital. This is especially true in the Philippines, which relies on labor
export in order to keep its economy afloat. Nonetheless, despite the demands of the
globalized world, the Filipino children and youth should not only be sent to schools to
be taught skills that would make them competent laborers for capitalist markets, but
more importantly, they should be trained to become critical thinkers so as to be
open, sensitive, and understanding of the beliefs and values of others as well as not
to be enslaved by their respective belief and value systems.

As the years goes by, the need for human capital have dramatically increased
due to the demands of the globalized world, which is why students doesn’t only need
to be taught the skills that will make them competent laborers, but also the skills that
will make them globally competitive. That’s why the Government of the Republic of
the Philippines and the Department of Education enacted the K-12 program to create
a functional basic education system that will produce productive and responsible

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citizens equipped with the essential competencies and skills for both life – long
learning and employment.

According to Manila Bulletin (2012). Critical thinking is one of the favorite

terms peddled by our national curriculum. It is as if it is a newfound truth on how the
educational system could rise from decades of slide. Every so often, critical thinking
is raised as a reform goal. Yet, it is the 1991-1999 Education for All Philippine Plan
of Action that underlined the modern need for critical thinking to address the ills of
the Philippine educational system. In truth, the problem of lack of critical thinking
among Filipino students goes way back, from Spanish colonial times, to the time of
the Thomasites during the American occupation, to the post-war Philippines before,
during and after martial law. This problem persists up to now.

This general lack of critical thinking in the whole educational system is best
exemplified by the pedagogy of schools leaning towards rote memorization. This is
also exhibited by students preferring memory work over problems that demand the
use of reasoning.

The idea of critical thinking is as old as philosophy itself. It should make us

wonder why critical thinking has not taken root in our educational system despite the
critical thinking philosophy with which we should be so familiar. The Philippines
supposedly has a westernized educational system informed by western philosophy.
It embraced this system as a result of its colonial experience.

Also, according to Reynaldo C. Lugtu Jr., among peoples of the world,

Filipinos are the third “most ignorant” about their country’s key issues, after South
Africans and Brazilians.

This is according to the Perils of Perception 2017 study, which surveyed

29,133 people from 38 countries on a wide range of subjects. These include murder
and suicide rates, deaths resulting from terrorism, teenage pregnancies, foreign-born
prisoners, health, religion, alcohol and sugar consumption, and Facebook and
smartphones usage.

Despite giving inaccurate answers, the study’s Filipino respondents also

ranked third among those who are most confident. This is explained by a behavioral
anomaly called the “Dunning–Kruger effect.” It is a form of cognitive bias, in which

9
people of little ability suffer from illusory superiority, manifested by overconfidence
that results from their lack of self-awareness and cognitive ability.

That the Philippines are ranked as the world’s 16th most ignorant country
should worry us, for it signals the decline of our national cognition. He also blame
this on Filipinos’ worsening critical thinking skills. Which is supported by employers
he had talked to, who lamented their difficulty of finding employees who possess
such skills. Another manifestation of this is social media discourse, which is full of
nonsensical news and posts.

Despite giving inaccurate answers, the study’s Filipino respondents also

ranked third among those who are most confident. This is explained by a behavioral
anomaly called the “Dunning–Kruger effect.” It is a form of cognitive bias, in which
people of little ability suffer from illusory superiority, manifested by overconfidence
that results from their lack of self-awareness and cognitive ability.

That the Philippines are ranked as the world’s 16th most ignorant country
should worry us, for it signals the decline of our national cognition. He also blame
this on Filipinos’ worsening critical thinking skills. Which is supported by employers
he had talked to, who lamented their difficulty of finding employees who possess
such skills. Another manifestation of this is social media discourse, which is full of
nonsensical news and posts.

LOCAL STUDY

According to Prof. Rolando de la Cruz as cited by Reynaldo C. Lugtu,. Jr

(2016), founder and president of the Darwin International School System, asserted
that “the problem of lack of critical thinking among Filipino students goes way back,
from Spanish colonial times, to the time of the Thomasites during the American
occupation, to the post-war Philippines before, during and after Martial Law.”

This problem stems from the rote memorization pedagogy of schools, which
most people agree have been present in our educational system. Graded recitations
and examinations reward students who memorize lessons, which do nothing more
than temporarily storing information in their brains.

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 What is more concerning, however, is the decline of critical thinking from an
already low base. This is because of the widespread use of smartphones, social
media, and video gaming that now play a bigger role in our daily life.

In fact, a study by Patricia Greenfield as cited by Reynaldo C. Lugtu Jr., a

psychology professor at UCLA and director of the Children’s Digital Media Center in
Los Angeles, revealed that learners have changed because of their exposure to
technology. It changed to the point that their skills in critical thinking and analysis
have deteriorated

What is even more disconcerting is that critical thinking is one of the skills
required now and in the future, when artificial intelligence and robots replace jobs so
fast that employees need to upgrade their skill sets to do more data analytics and
complex problem-solving.

Can this problem be reversed? Yes, but it needs a long-term solution. Since
education plays a crucial role in developing critical thinking among young people, our
educational system, both public and private, needs to develop teachers who employ
“reflective teaching.” That is, allowing students to raise questions, explore different
possibilities and scenarios, and engage in substantive discussions and debate.

FOREIGN LITERATURE

C. Wade (1995) identifies eight characteristics of critical thinking. Critical

thinking involves: asking questions; defining a problem; examining evidence;
analyzing assumptions and biases; avoiding emotional reasoning; avoiding
oversimplification; considering other interpretations; and tolerating ambiguity (Wade,
1995). Dealing with ambiguity is also an aspect identified by S.M. Strohm & R.A.
Baukus (1995) as an essential part of critical thinking. According to them, ambiguity
and doubt serve a critical thinking function and are a necessary and even a
productive part of the process (cf Strohm & Baukus, 1995; Malmir & Shoorcheh,
2012; and Laqaei & Mall-Amiri, 2015).

Another characteristic of critical thinking identified by many sources is

metacognition. Metacognition is thinking about one’s own thinking. More specifically,

11
metacognition is being aware of one’s thinking as one performs specific tasks and,
then, using this awareness to control what one is doing (Jones & Ratcliff, 1993; and
Jaleel & Premachandran, 2016).

These characteristics are as important as metacognition because these were

the building factors that will enhance a person intellectual ability to think critically and
solve different complex problems.

According to Genal M. Hove, The ability to think critically is an essential life

skill; current literature reveals that explicit instruction in, and practices of, critical
thinking strategies in the high school classroom can improve student academic
performance. Adoption of critical thinking strategies can also prepare students for the
rigors of college, as well as helping them develop the skills necessary to compete
economically in a global environment. Research on the impact of critical thinking
strategy instruction in the high school classroom supports the findings of current
literature; students who receive instruction in a critical thinking strategy were better
able to demonstrate critical thinking in a post-strategy instruction assessment than
those students who had received no strategy instruction. For high school students to
be successful in a continuously changing environment learning core subject matter is
not enough; instead, core skills subject taught within a 21scentury skill set is the key
to student success.

Students must know how to learn, how to innovate, and how to use media and
technology in a career context. The ability to think critically is not exclusive to the
academic arena; rational, reasoned thinking is an essential life skill. ―Critical
thinking is a mode of thinking.

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FOREIGN STUDY

According to Ennis (cited by Olga Lucía Uribe Enciso) defines critical thinking
as a thoughtful and reasonable process whose main purpose is to make sensible
decisions about what to believe or what to do. In a Statement at the 8th Annual
International Conference on Critical Thinking and Education Reform, Scriven and
Paul affirmed that critical thinking Is “ the intellectually disciplined process of actively
and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from or generated by observation, experience, reflection,
reasoning, or communication, as a guide to belief and action.”

In short, they mean that high intellectual standard of critical thinking is

essential to participate in the social, economic and political aspects of a society.

According to Kuhn as cited by Emily R. Lai critical thinking draws from the
literature on metacognition, which she views as being related to critical thinking. She
distinguishes three forms of metacognition, which represent successively more
sophisticated ways of thinking. Metacognitive understanding is thinking that operates
on declarative knowledge. In other words, it is concerned with cataloging what an
individual knows and how that individual comes to know it. Meta-strategic knowing is
thinking that operates on procedural knowledge. Thus, this type of cognition is
concerned with monitoring and evaluating strategy use, as well as answering
questions such as, “Am I making progress?” and “Is this strategy working?” Finally,
epistemological understanding is concerned with philosophical questions, such as,
“How does anyone know anything?”

Metacognition is the ability to examine how you process thoughts and

feelings. This ability encourages students to understand how they learn best. It also
helps them to develop self-awareness skills that become important as they get older
that will later help them develop critical thinking skills.

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 CHAPTER 3

Methods and Procedure

This chapter describes and discusses how the researchers will gather the
necessary data and information that will be use in the entire study. It describes who
will be the respondents and focus of the research. This also shows the procedure of
data collection and instruments used; these chapters also discuss the type of
research, research method, and the research location where the study will be
conducted.

RESEARCH DESIGN

This study is a Descriptive research, it is associated with naturalistic inquiry

and it deals with the issue of human complexity by exploring it directly. It also
stresses the inherent depth of humans, the ability of humans to shape and create
their own experiences and the idea the truth is a composite of realities.

Naturalistic investigations emphasize understanding the human experience as

it is lived usually through the collection and analysis of qualitative materials that are
narrative and subjective. The findings from in-depth qualitative research are typically
grounded in the real life experiences of people with first-hand knowledge of a
phenomenon.

Descriptive research, use an Emergent designs, a design that emerges during

the course of data collection. The study also used the descriptive-survey method, in
which it uses the questions as who, what, when, where and how of a topic being
answered.

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SETTING OF THE STUDY

The study was conducted at the John Paul Integrated Montessori School of
Jalajala, the school that the researchers are studying during the duration of the
research study, the school is located at No.56 G. Borja St. Brgy. 3 rd District, Dalig,
Jalajala, Rizal.

POPULATION AND SAMPLES

The target respondents of the study are the 20 Junior High School Students of
the John Paul Integrated Montessori School of Jalajala – during the school year
2019-2020.

The selection of the students will be done through utilize stratified-

proportionate-random sampling. Before picking up the said respondents, the
researchers will get the list of the students in each grade level and then will randomly
pick 5 students per grade.

The researcher will then hand out the questionnaires to the randomly selected
students. The researcher will be giving at least 5 minutes for the students to answer
the questionnaire.

15
VALIDATION PROCEDURE

The faculty staff and the thesis adviser will validate the questionnaires. Their
correction and suggestions will be incorporated in the draft for the next stage of
validation .

DATA GATHERING PROCEDURE

The researcher made a letter for the approval to conduct the study at John
Paul Integrated Montessori School of Jalajala. The study was then conducted for a
day.

After collecting all data, the researchers, with the help of their adviser will then
compute and tally the results. The results would hopefully be the basis for the
development of critical thinking as the learning process in John Paul Integrated
Montessori School of Jalajala.

STATISTICAL TREATMENT OF DATA

Responses to the questionnaire by the junior high school students were

statistically analyzed with the data requirements of the study. The answers are
statistically analyzed with the data instruments of the study. Descriptive statistics
such as frequency count, mean, percent and rank are considered.

RESEARCH INSTRUMENT

The instrument used was a researcher-made questionnaire checklist to gather

the needed data for the student’s profile. The draft of the questionnaire was drawn
out based on the researcher’s readings, previous literature, and professional
literature, published and unpublished thesis relevant to the study. In the preparation
of the instrument, the requirements in the designing of good data collection
instrument were considered. For instance, statement describing the situations or
issues pertaining was toned down to accommodate the knowledge preparedness of

16
the respondents. Open-ended options were provided to accommodate to free
formatted views related to the topic or issues. In this way the, the instrument is
authorized to obtain valid response from the students.

Preference for the use of structured questionnaire is premised on several

research assumptions such as a.) Cost of being a least expensive means of
gathering data, b.) Avoidance of personal bias, c. ) Less pressure for immediate
response and giving the respondents a greater feeling of anonymity. In the end, it
encouraged open responses to sensitive issues at hand. In addition, the instrument
was validated by few consultants and some advisers before it laid out on the study.

17
THE DEVELOPMENT OF CRITICAL THINKING AS THE LEARNING PROCESSIN
THE K-12 CURRICULUM OF THE SELECTED JUNIOR HIGHSCHOOL
STUDENTS IN JOHH PAUL INTEGRATED MONTESSORI SCHOOL

OF JALAJALA S.Y 2019-2020

1.0 Profile of respondents.

1.1 AGE- 15-16 __ 12-13__ 1.2 GENDER - Male__

14-15__ Female__

2.0 Questionnaire Checklist

Please indicate the extent to which you agree or disagree with the following
statement by placing a check in the appropriate circle. You should answer truthfully
so that the answers you give accurately represent your views.

QUESTIONS YES NO
1. I am a person with logical thinking.
2. I am good at solving problems

3. I can easily organize my thoughts.

4. I appreciate myself as a person who has
comprehensive and precise thoughts
5. While facing a problem, my
colleagues/peers are used to asked for my opinion
in their decision making because I can objectively
analyses the problem.

6. I only look for the truths which could

support my opinions rather than those that would
reject my opinions.
7. I am afraid of discovering the truth in
many issues.
8. I have strong desire for knowledge.
9. I have learnt more about how to justify
why certain procedures are undertaken in
my subject
area.
10. I like to know how things work out
.
11. I expect to face the challenge with patient
care

18
 Chapter 4

Analysis and presentation of data

This chapter deals with presentation and Interpretation of the data.

Profile of the respondents in terms of Gender And Age

Table 2 presents the frequency and percentage of the Junior High School
Students in John Paul Integrated Montessori School of Jalajala In terms of Age.

Table 1

Frequency of Respondents in Terms of Age

Age Frequency Percentage Rank

12-13 years old 5 25% 3

14-15 years old 9 45% 1

15-16 years old 6 30% 2

Totoal 20 100%

It can be gleaned for the table that first rank is 14-15 years old, having the
frequency of 9 with the percentage of 45%, followed by the age of 15-16 years old
with a frequency of 6 and a percentage of 30% and the age of 12-14 years old as the
least rank having a frequency of 5 and a percentage of 25%.

It Implies that majority of the respondents are ages 14-15 years old.

Table 3 present the frequency and percentage of the Junior High School
Students in John Paul Integrated Montessori School of Jalajala In terms of gender.

19
 Table 2

Frequency of Respondents in Terms of Gender

Sex F %

Male 10 50%

Female 10 50%

Total 20 100%

It can be noted from the table that both of the gender have the same amount
of frequency and percentage.

Table 3

Computed mean of the Questions

Questions Mean Rank

I am a person with logical 5.91 3.18 4.55 1-9

thinking.

I am good at solving 6.40 2.37 4.57 11

problems.

I can easily organize my 6.82 2.30 4.56 10

thoughts.

I appreciate myself as a 6.36 2.37 4.55 1-9

person who has
comprehensive and precise
thoughts.

While facing a problem, my 5.97 3.18 4.55 1-9

colleagues/peers are used to

20
 ask for my opinion in their
decision making because I
can objectively analyses the
problem.

I only look for the truths which 6.36 2.73 4.55 1-9
could support my opinions
rather than those that would
reject my opinions.

I am afraid of discovering the 3.18 5.91 4.55 1-9

truth in many issues.

I have strong desire for 7.73 1.36 4.55 1-9

knowledge.

I have learnt more about how 6.36 2.37 4.55 1-9

to justify why certain
procedures are undertaken in
my subject area.

I like to know how things work 8.64 .0.45 4.55 1-9

out.

I expect to face the challenge 5.91 3.18 4.55 1-9

with patient care.

By looking at the table 4 we can conclude that questions number 1, 4, 5, 6, 7,

8, 9, 10 and 11 tied for the rank of 1-9 having an of general weighted mean of 4.55 ,
followed by the question number 3 as the rank 10 having the general weighted mean
of 4.56, and lastly the question number 2 as the rank 11 with 4.57 as its general
weighted mean.

21
 Chapter 5

Summary of findings, conclusion and recommendations

This chapter presents the summary of the findings, so is the conclusions

drawn from the findings and the corresponding recommendations.

SUMMARY OF FINDINGS

After thorough study, the researchers have found out the following:

1. The profile of respondents was derived from the selected variables.

1.1- In Terms of Age

The largest age group is 14-15 years old, having the frequency of 9 with the
percentage of 45%, followed by the age of 15-16 years old with a frequency of 6 and
a percentage of 30% and the age of 12-14 years old as the least rank having a
frequency of 5 and a percentage of 25%.

1.2- In terms of Gender

Both of the male and female respondents have the same amount of frequency
and percentage.

2. Questionnaire Checklist.

The questionnaire is consists of 11 questions, each of the questions is made

to properly determine the development of critical thinking in the junior high school
students of John Paul Integrated School.

The Questions are the following:

1. I am a person with logical thinking.

The question has a general weighted mean of 4.55 and a rank of 1-9.

2. I am good at solving problems.

The question has a general weighted mean of 4.57 and a rank of 11.

3. I can easily organize my thoughts.

The question has a general weighted mean of 4.4.56 and a rank of 10.

22
4. I appreciate myself as a person who has comprehensive and precise
thoughts.

The question has a general weighted mean of 4.55 and a rank of 1-9.

5. While facing a problem my colleagues/peers are used to asked for my

opinion in their decision making because I can objectively analyses the
problem.

The question has a general weighted mean of 4.55 and a rank of 1-9.

6. I only look for the truths which could support my opinions rather than those
that would reject my opinions.

The question has a general weighted mean of 4.55 and a rank of 1-9.

7. I am afraid of discovering the truth in many issues.

The question has a general weighted mean of 4.55 and a rank of 1-9.

8. I have strong desire for knowledge.

The question has a general weighted mean of 4.55 and a rank of 1-9.

9. I have learnt more about how to justify why certain procedures are
undertaken in my subject area.

The question has a general weighted mean of 4.55 and a rank of 1-9.

10. I like to know how things work out.

The question has a general weighted mean of 4.55 and a rank of 1-9.

11. I expect to face the challenge with patient care.

The question has a general weighted mean of 4.55 and a rank of 1-9.

23
CONCLUSION

It can be drawn for the study the following:

1. Finding showed that the highest percentage of the respondents were in the ages
of 14-15 years old.

2. Findings showed that the respondents have the same gender frequency.

3. It can be concluded that the respondents have a good way of interpreting different
complex problems.

RECCOMENDATIONS

The following recommendations are offered based on the findings and

conclusion of the study.

Because of the already developed critical thinking skills of the junior high
school students we therefore suggests that the teachers might want to change to
metacognitive approach of teaching, metacognitive approach of teaching involves
promoting student metacognition – teaching students how to think about how they
think and how they approach learning, It makes thinking and learning visible to
students. In this way we can guarantee that the students will be more developed.
The following can lead to the development to the development of
metacognitive thinking:

1. Metacognitive Awareness Inventory.

2. Classroom Assessment.

3. Self-assessment of Self-Regulated Learning Skills

4. Concept Mapping and Visual Study Tools.

5. Classroom Assessment Tools.

6. Reflective thinking.

24
BIBLIOGRAPHY

https://www.scotthyoung.com/blog/2019/03/07/improve-critical-thinking/

https://www.researchgate.net/publication/323141477_Effecting_Change_on_Student
s'_Critical_Thinking_in_Problem_Solving

https://journals.sagepub.com/education

https://eric.ed.gov/?id=EJ1156246

https://www.philippinesbasiceducation.us/2013/01/critical-thinking-is-expert-
thinking.html

http://www.jceps.com/archives/3548

https://www.tutordoctor.co.uk/blog/2018/september/why-critical-thinking-skills-are-
important-for-s/

https://www.google.com/search?q=origin+of+critical+thinking&rlz=1C1CHNY_enPH6
79PH691&oq=origin+of+criti&aqs=chrome.1.69i57j0l5.11609j0j7&sourceid=chrome&
ie=UTF-8

25
 APPENDIX A

Gantt chart

ACTIVITIES JUNE JULY AUGUST SEPTEMBE]R OCTOBER

1. Submission
of proposed
Titles.
2. Title Defense.

3. Preparation
of chapter 1, 2,
& 3.
4. Search for
related
literature and
studies.
5. Preparation
and validation
of questionnaire
checklist.
6. Permission to
conduct the
study.
7.
Administration
of
Questionnaire
checklist.
8. Retrieval of
the
questionnaire
checklist.
9. Tallying,
tabulating and
analyzing of the
questionnaire
checklist.

10. Preparation
of chapters 4 &
5.
11. Final
Printing of
Manuscript.
12. Final oral
defense.

26
 APPENDIX B

Request letter

JOHN PAUL INTEGRATED MONTESSORI SCHOOL OF JALAJALA, INC.

#56 G. Borja St. Brgy. 3rd District, Dalig, Jalajala, Rizal.

Dear Maria Zita Fe G. Domingo,

School Administrator

Warmest Greetings!

We the Grade 12 students of John Paul Integrated Montessori School of

Jalajala, would like to ask for your permission from your office to conduct a survey
relating to our thesis entitled “THE DEVELOPMENT OF CRITICAL THINKING AS
THE LEARNING PROCESS IN THE K-12 CURRICULUM OF THE JUNIOR HIGH
SCHOOL STUDENTS IN JOHH PAUL INTEGRATED MONTESSORI SCHOOL OF
JALAJALA S.Y 2019-2020” as partial fulfillment of requirements in Research 2.

The survey would only last about 5 minutes and would be arranged at a time
convenient to the students and the teacher’s schedule. All information’s provided will
be kept in utmost confidentiality and would be used only in academic purposes.

We hope that this request will merit your favorable appeal, Thank you very
much and God bless!

Sincerely,

Haneleth Artiaga
Vincent Jerome Bacay
Jeacent Chantengco
Rhomel Estacio
Christopher Mangubat
John Marlon San Jose
Researchers

27
Noted by:

Mrs. Rose Marie Minebe

Research Adviser

Mrs. Caren Manalo

Thesis Adviser

28
 APPENDIX C

Letter to the Respondents

JOHN PAUL INTEGRATED MONTESSORI SCHOOL OF JALAJALA, INC.

#56 G. Borja St. Brgy. 3rd District, Dalig, Jalajala, Rizal.

Dear Respondents:

Greetings!

We are the STEM students of John Paul Integrated Montessori School

of Jalajala, a r e conducting a study entitled “THE DEVELOPMENT OF CRITICAL
THINKING AS THE LEARNING PROCESS IN THE K-12 CURRICULUM OF THE
JUNIOR HIGH SCHOOL STUDENTS IN JOHH PAUL INTEGRATED
MONTESSORI SCHOOL OF JALAJALA S.Y 2019-2020”.

I n t h e re g a r d , we a r e a s k in g f o r yo u r p r e c io u s t im e , a n d e f f o rt
t o a n s we r a l l t h e questions in the questionnaire that are important and
helpful for the completion of the study. Rest a ssu red t ha t a ll d a t a ga t h e red
f rom yo u will b e kep t in th e h igh e st leve l o f confidentiality. Your positive
response in this request will be valuable contribution for the success of the study and
will highly appreciate.

Thank you very much for your cooperation.

Respectfully Yours,

Haneleth Artiaga
Vincent Jerome Bacay
Jeacent Chantengco
Rhomel Estacio
Christopher Mangubat

John Marlon San Jose

Researchers

29
Noted by:

Mrs. Rose Marie Minebe

Research Adviser

Mrs. Caren Manalo

Thesis Adviser

30
 APPENDIX D

Questionnaire Checklist

THE DEVELOPMENT OF CRITICAL THINKING AS THE LEARNING PROCESS IN

THE K-12 CURRICULUM OF THE JUNIOR HIGHSCHOOL STUDENTS IN JOHH
PAUL INTEGRATED MONTESSORI SCHOOL

OF JALAJALA S.Y 2019-2020

1.0 Profile of respondents.

1.1 AGE- 15-16 __ 12-13__ 1.2 GENDER - Male__

14-15__ Female__

2.0 Questionnaire Checklist

Directions: Please indicate the extent to which you agree or disagree with
the following statement by placing a check in the appropriate circle. You should
answer truthfully so that the answers you give accurately represent your views.

QUESTIONS YES NO
1. I am a person with logical thinking.

2. I am good at solving problems

3. I can easily organize my thoughts.

4. I appreciate myself as a person who has
comprehensive and precise thoughts
5. While facing a problem, my
colleagues/peers are used to asked for my opinion
in their decision making because I can objectively
analyses the problem.

6. I only look for the truths which could

support my opinions rather than those that would
reject my opinions.
7. I am afraid of discovering the truth in
many issues.
8. I have strong desire for knowledge.
9. I have learnt more about how to justify
why certain procedures are undertaken in

31
 my subject area.
10. I like to know how things work out
11.expect to face the challenge with patient care

32
 CURRICULUM VITAE

I. PERSONAL INFORMATION

Name: Haneleth B. Artiaga

Address: Lumang Nayon,Bagumbong, Jalajala, Rizal.

Age: 17

Date of Birth: June 15, 2001

Place of Birth: Lumang Nayon,Bagumbong, Jalajala, Rizal.

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

Parents: Abner Artiaga

Jocelyn Artiaga

II. EDUCATIONAL BACKGROUND

Secondary : Bagumbong National Highshool

Brgy. Bagumbong, Jalajala, Rizal

Primary : Maulawin Elementary School

Sitio Maulawin, Pakil, Laguna.

33
 CURRICULUM VITAE

I. PERSONAL INFORMATION

Name: Vincent Jerome A. Bacay

Address: Palaypalay, Jalajala, Rizal

Age: 17

Date of Birth: October 18, 2002

Place of Birth: Morong, Rizal

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

Parents: Vicente C. Bacay

Jesica A. Bacay

II. EDUCATIONAL BACKGROUND

Secondary : Bagumbong National High School

Brgy. Bagumbong , Jalajala, Rizal

Primary : Our Lady of Maulawin Academy

Brgy. Bagumbong , Jalajala, Rizal

34
 CURRICULUM VITAE

I. PERSONAL INFORMATION

Name: Jeacent M. Chantengco

Address: Brgy .Casinsin, Pakil, Laguna

Age: 17

Date of Birth: April 11, 2002

Place of Birth: : Brgy .Casinsin, Pakil, Laguna

Civil Status: Single

Citizenship: : Filipino

Religion: Roman Catholiic

Parents: Vincent Chantengco

Jennifer Chantengco

II. EDUCATIONAL BACKGROUND

Secondary : John Paul Integrated School of Jalajala

Brgy. 3rd District, Jalajala, Rizal

Primary : Casinsin Elementary School

Brgy. Casinsin, Pakil, Laguna

35
 CURRICULUM VITAE

I. PERSONAL INFORMATION

Name: Rhomel S. Estacio

Address: Brgy. 3rd District, Jalajala, Rizal

Age: 17

Date of Birth: December 19, 2001

Place of Birth: Brgy. 3rd District, Jalajala, Rizal

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

Parents: Melchor Estacio

Rhodacel Estacio

II. EDUCATIONAL BACKGROUND

Secondary : Jalajala National HIghschool

Brgy. 1st District Jalajala, Rizal

Primary : Jalajala Elementary School

Brgy.1st District Jalajala, Rizal

36
 CURRICULUM VITAE

I. PERSONAL INFORMATION

Name: John Christopher S. Mangubat

Address: Brgy. 3rd District, Jalajala, Rizal

Age: 17

Date of Birth: November 15, 2001

Place of Birth: Olongapo City

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

Parents: Christian Mangubat

Ma. Fe Sistona

II. EDUCATIONAL BACKGROUND

Secondary : Saint Michael Parochial School

Brgy. 2nd District, Jalajala, Rizal

Primary : Jalajala Elementary School

Brgy.1st District, Jalajala, Rizal

37
 CURRICULUM VITAE

I. PERSONAL INFORMATION

Name: John Marlon P. San Jose

Address: Palaypalay, Jalajala, Rizal

Age: 17

Date of Birth: May 10, 2002

Place of Birth: Morong, Rizal

Civil Status: SIngle

Citizenship: Filipino

Religion: Roman Catholic

Parents: Olimpio San Jose

Mercedita San Jose

II. EDUCATIONAL BACKGROUND

Secondary : John Paul Integrated School of Jalajala

Brgy. 3rd District, Jalajala, Rizal

Primary : Palaypalay Elementary School

Brgy. Palaypalay, Jalajala, Rizal

38
39