FINAL-PAPER-RESEARCH

Title and Purpose

The research titled "The Effects of the Teaching Methods in St. John the Baptist Catholic School in Improving the Critical Thinking Skills of Grade 11 ABM Students” aims to assess various teaching methods and their effectiveness in enhancing critical thinking abilities among Grade 11 students in the Accountancy, Business, and Management (ABM) track at St. John the Baptist Catholic School.

Introduction

The study highlights that there is an increasing demand for critical thinking skills in today's world. It emphasizes the role of effective teaching strategies in developing skills essential for problem-solving and rational decision-making. Despite the significant impact of pedagogical practices, traditional teaching methods may not sufficiently prepare students for contemporary challenges. This study will investigate teaching methods' effectiveness in improving critical thinking within the unique context of St. John the Baptist Catholic School. Challenges faced by both students and teachers, compounded by the pressures of tight academic deadlines, are also acknowledged.

Statement of the Problem

The study explores the challenges teachers and students encounter while employing various teaching methods to enhance critical thinking in Grade 11 ABM learners. Specific areas of concern include time constraints, peer pressure, information overload, and academic stress. The research aims to determine the effectiveness of teaching methods employed and suggest ways to improve pedagogical practices.

Scope and Delimitation

The study focuses on teaching methods at St. John the Baptist Catholic School and their impact on developing critical thinking skills. It specifically involves a survey of ABM students to gather relevant data that informs the analysis, aiming to enhance educators' understanding of effective teaching methodologies.

Significance of the Study

The research aims to inform various stakeholders:

• ABM Students: Will find insights into managing diverse teaching methods for improved learning.

• Teachers: Can evaluate the effectiveness of their methods and adapt for better outcomes.

• Parents: Will understand the academic pressures their children face, stemming from teaching methods.

• The School: May use findings to inform school policies and teaching practices.

• The Government: Will gain insights into the education system dynamics, highlighting areas for improvement.

• Future Researchers: May utilize this work as a foundational study for further exploration into effective teaching practices.

Definition of Terms

The research provides definitions for key terms relevant to the study to ensure clarity, such as:

• Teaching Methods: Principles teachers use to engage student learning.

• Critical Thinking: The ability to analyze and evaluate information to solve problems and make decisions.

• Academic Performance: The measurable outcomes of a student's educational endeavors.

Relevant Theories

The literature review discusses several educational theories influential in the context of the study:

• Constructivist Learning Theory (Piaget): Focuses on active learning where students construct their understanding.

• Experiential Learning Theory (Kolb): Emphasizes learning through experience.

• Sikolohiyang Pilipino: Highlights a culturally sensitive approach to education, reflecting Filipino values and context.

Methodology

The research adopts a qualitative case study approach, collecting rich data through classroom observations, interviews with teachers and students, and an analysis of instructional materials. Themes and patterns identified in this data will enhance understanding of how teaching methods influence critical thinking skills in students.

Research Design

A descriptive survey method will assess the effectiveness of various teaching methods on students' critical thinking skills. The data gathered will focus on students' experiences and perceptions regarding the teaching methods they encounter.

Data Gathering Procedure

The study will involve conducting surveys during appropriate times to ensure students feel comfortable responding. This approach is aimed at capturing genuine feedback on their experiences and learning outcomes.

Data Processing

Data will be analyzed thematically to identify patterns in how teaching methods enhance or inhibit critical thinking development among Grade 11 ABM students, ultimately guiding improvements in teaching practices.