Interactive and Indirect Instruction in Developing Critical Thinking Skills of Grade 10 in a Flipped Science Classroom
DOI:
https://doi.org/10.37134/ejsmt.vol11.1.4.2024Keywords:
Critical Thinking Skills, Interactive Instruction, Indirect InstructionAbstract
This study determined the effectiveness of interactive and indirect instruction in developing critical thinking skills among Grade 10 students of Sta. Anastacia – San Rafael National High School in a flipped science classroom. A quasi-experimental research design through pre-test and post-test strategies was utilized. The pre-test and post-test results measured the effectiveness of the flipped teaching strategies in developing the critical thinking skills of grade 10 learners and identify whether significant differences exist between the pre-test and post-test scores of the respondents exposed to interactive and indirect instruction. The findings indicated that four variables of critical thinking skills showed no significant difference in terms of the pre-test scores of the respondents. Moreover, there is a significant difference between the pre-test and post-test scores of the respondents in the different critical thinking skills as they are exposed to flipped teaching strategies specifically interactive and indirect instruction. The study also revealed that there is a significant difference in the post-test scores of the respondents in terms of inference, explanation, and interpretation after the implementation of the different flipped teaching strategies except for self-regulation. The findings suggest the use of interactive and indirect instruction as flipped teaching strategies in teaching science to improve students’ performance and develop the critical thinking skills of learners.
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