SELECTED CURRICULAR ACTIVITIES AND THEIR PERCEIVED IMPACT TO

STUDENTS’ CRITICAL THINKING SKILLS AT JOSE RIZAL UNIVERSITY

A Prelim Paper

THE PROBLEM AND ITS BACKGROUND

Submitted in Partial Fulfillment for the Subject in

RSC S112

QUANTITATIVE RESEARCH

By

Gaigay, Jenica Eunice

Gutierrez, Audrey Benjamin

Melodillar, Jasmine

Ocsan, Valery

Romarate, Franchesca Dyne

Tangkusan, Fateema Haleema

Torres, Arnold James Victor

Villanueva, John Louie

E11F
 THE PROBLEM AND ITS BACKGROUND

Introduction

Critical thinking is the ability to analyze the way you think and present evidence for your

ideas, rather than simply accepting your personal reasoning as sufficient proof (Rayhanul, 2015).

Critical thinking is, in short, the ability to evaluate, analyze and assess information. It is a learned

skill that requires instruction and practice (Snyder, 2008, p. 90). Learning critical thinking skills

requires time and effort for development that can be taught and refined with the right methodology

and proper guidance by teachers to their students. Although, students themselves do have a natural

ability to learn how to think critically or have deliberative thought process.

Critical thinking is not a new concept in other countries. In fact, they provide theories and

studies to comprehend the whole concept of critical thinking. In Ancient Greece over 2500 years

ago, Socrates began teaching what is today known as critical thinking; he has been heralded as the

first teacher of critical thinking (Irfaner, 2006; Rozgay-Miller, 2009). Critical thinking, as well as

problem solving, has been directly addressed through many instructional methods and educational

trends today. Yet many teachers continually struggle to engage students in critical thinking

activities (Tempelaar, 2006), and students seldom use critical thinking skills to solve complex,

real-world problems (Barlett, 2002; Rippin, Booth, Bowie, & Jordan, 2002).

School learning, from primary to tertiary level, has undergone major methodological

changes, often characterized as the adoption of new learning (Tempelaar, 2006). The core aim of

school education is to foster all round development of a child which essentially means intellectual,

physical, moral, sensible and social development. Instructors and teachers model the thinking

process and guide students’ critical thinking process by using effective questioning techniques and

engaging students in project-based or collaborative activities, to encourage students’ critical

thinking development (Snyder, 2008). Effective learning can help students survive more

successfully in both academically and psychologically. Learning effectiveness is defined as the

psychosocial factors affecting students’ academic performance and outcomes, such as academic

self-esteem, efficacy, and confidence (Chemers, Hu, & Garcia, 2001; Friedlander, Reid, Shupak,

&Cribbie, 2007; Zajacova, Lynch, &Espenshade, 2005); time utilization (Lahmers & Zulauf,

2000; Nonis & Hudson, 2006); strategic organization and study (VanZile-Tamsen, 2001); stress

and emotional factors (Davidson & Beck, 2006; Pritchard & Wilson, 2003); student involvement

in campus life (Anaya, 1996; Cooper, Healy, & Simpson, 1994); motivation and task relevance

(Bong, 2004; VanZile-Tamsen, 2001), and communication in the classroom (Cavanus, 2005;

Cunconan, 1996).

Students from other countries are involved in different school curricular activities,

spending their time not only inside the four corners of their respective rooms, but rather engaged

themselves to collaborative activities, honing their critical thinking skills. More than half of

American teenagers attending school, participate in some sort of organized activities (Gardner,

Roth & Brooks-Gunn at el., Mahoney, Harris, & Eccles, 2006). Researchers at the National Survey

of Student Engagement (NSSE) estimated that 50% of college students are involved in some type

of co-curricular experience by the end of their senior year (National Postsecondary Education

Cooperative, 2006). Some examples of curricular activities might include Student Council, School

newspapers or Journalism, spelling bees, Writing competitions, Debaters' club and Researchers'

Club. How do these activities help improve the students’ critical thinking skills?

Fredericks and Eccles (2006) found that activity participation can be linked to positive

academic outcomes, including improved grades, test scores, more school engagement, and

increased educational aspirations. Also, participation in organized activities during high school is
positively associated with educational, civic, and to some extent, occupational success to in young

adulthood (Gardner, Roth and Brooks-Gunn, 2008). Morissey (2005) found that there is an

established link between adolescents’ curricular activities and educational attainment as adults in

occupational choice and income. These findings show that there are developmental benefits

associated with curricular participation. The traditional idea that a single IQ test result is the only

way to identify intelligence is challenged by the multiple intelligences theory. Howard Gardner, a

Harvard professor originally proposed the multiple intelligences theory which states that there are

multiple types of human intelligence that each represent a different way of processing

information. Gardner determined that people have all eight intelligences at varying levels of

aptitude and all of person's learning experiences do not necessarily have to relate to the person's

strongest area of intelligence. More research on the multiple intelligence theory is necessary to

determine exactly how to assess, measure, and then support all eight intelligences in schools. While

more research is needed, the theory has still provided educators with an opportunity to explore

new approaches to learning. It is also important to remember that while people will always have

one intelligence that is strongest, they should not necessarily be labeled as a specific kind of learner

with a fixed type of intelligence. Even with more research needed, there are approaches teachers

can take to support the multiple intelligences of students. For example, they can provide students

with several ways to access material to improve learning. Teachers can also provide students with

several ways to demonstrate their skills and knowledge.

In this study, it is assumed that the selected curricular activities are the primary factors

affecting the senior high school students’ critical thinking skills. Curricular activities provide

students with opening doors of new discoveries and explorations that can’t be seen solely in the

four corners of a room. The selected curricular activities provide Students with a variety of skills,
honing their critical thinking skills. Cognitive development is assumed by the Researchers, as an

outcome to be acquired in engaging oneself in curricular activities. This study holds a certain

assumption about the relationship of curricular activities and critical thinking, puts an emphasis on

effective learning and cognitive development.

In an article written in the Jose Rizal University’s Website,

Caring about good education, José Rizal University also promotes good leadership to its

students by engaging them to participate in different student organizations. These

organizations help students become more responsible, reflecting the core value of a true

blooded Rizalian.

As perceived by the Researchers, critical thinking is an ability which can help students come up

with decisions, identify the fallacies of others in a specific situation, and somehow improve their

way of perceiving things in a more justifiable manner. Curricular Activities allow students to

engage themselves in different ways of learning, they are given the opportunity to decide

independently, they may encounter problems along the way that provokes their ability to think

critically. The Researchers assumed that engaging oneself in curricular activities improves the way

of thinking critically, A student surrounded with a variety of curricular activities, helps his/her

analyze, conceptualize ideas, and handle intelligently the bearable problems.

Statement of the Problem

This study is conducted to determine the perceived impact of selected curricular activities

on students’ critical thinking skills and how the Researchers can provide sufficient proof that will

connect the two variables. This study seeks to answer the following research questions:
 1. What are the selected curricular activities and why are they perceived to have an impact on

students’ critical thinking skills?

2. What are the influencing factors connecting curricular activities and critical thinking skills?

3. What are the impacts of the selected curricular activities as perceived by Senior High

School Students that connects to:

3.1 Cognitive Development

3.2 Effective learning

Conceptual Framework

The study will be limited to the Senior high school students, without regard to their chosen

strands or track. The researcher will use surveys in data gathering that will be conducted inside

the campus (Jose Rizal University). This will determine the perceived impact of Selected

Curricular Activities on Students’ critical thinking.

Perceived Impact of Selected

Curricular Activities

Selected Curricular Activities Critical Thinking

Cognitive Development

Figure 1. Conceptual Framework of the Study

 The perceived impact of Selected curricular activities on Students’ critical thinking skills.

Having curricular activities may contribute factors on students’ critical thinking skills such as

having Cognitive development, it may somehow affect or influence how students handle situations

that includes problem-solving and decision-making.

Critical thinking can help students, acquire knowledge and improve their way of expressing

ideas. In learning how to analyze the logical structure of texts, Students tend to come up with ideas

and form concepts. Thinking with concepts help students, to express their thoughts and ideas

clearly.

The Selected curricular activities are extended academic learnings, students who are

involved in these, can acquire new knowledge and give updated information to themselves.

Students may be engaged in arguments, testing their skills. Being engaged in an argument,

Students need crucial evidences that may affect, how one would analyze, evaluate and judge the

argument present in the situation.

Significance of the Study

The findings of this study will be beneficial to the following entities:

Students of Jose Rizal University. The information presented in this study will enable

senior high school students to act accordingly in any given situation. Through this research study,

Students will be able to see the effects and benefits of having curricular activities inside the campus

of Jose Rizal University. This study will serve as their guide in knowing the concept of critical

thinking and encourage themselves to join certain activities that will benefit them. This will help
them evaluate evidences and make decisions on how they will cope with the current and future

situation.

Staffs, Heads, and Administrators of Jose Rizal University. This study will assist and

provide an information to the School's Staffs, Heads and Administrators in deciding the possible

curricular activities to hold for the curriculum in Jose Rizal University, that will benefit students

and guide them in dealing with situations that requires critical thinking skills. This study will help

the Staffs, Heads and Administrators to accomplish the main objective of the campus which is to

provide students with good quality of education.

Jose Rizal University. This study will help the school to identify different curricular

activities that will assist Students in building their knowledge and skills. This study will also help

the school in terms of gaining good feedbacks from students to attain its primary objective which

is to provide students with good quality of education.

Department of Education. This study will provide the Department of Education with the

knowledge of handling and implementing the possible curricular activities within the K-12

curriculum.

Education. This research will give knowledge about the benefits of critical thinking and

curricular activities to Senior High School Students. Raise awareness of the possible impact of

engaging students with curricular activities and building their critical thinking skills.

Future Studies and Researchers. The objective of this study is to inform people, the data

collected in this research will serve as a reference in doing a related study for future Researchers.
Scope and Delimitations

The focus of this research is all about “the impact of the selected curricular activities on

students’ critical thinking skills.” Since participating in different curricular activities is inevitable,

especially for those students in Jose Rizal University. The researchers will conduct a data

collection through survey or questionnaire to students in selected curricular activities on how they

perceived their curricular activities on their critical thinking skills.

School gives out a lot of opportunities to execute our skills and showcase our talents. It is

a place where we practice our crafts and for further explorations. The methodological process of

data collection used is survey. Researchers will provide questionnaires to examine the senior high

school students and to acquire their opinions that will be used to prove and support the assumptions

of the Researchers. The study conducted is limited only to the perceived impacts of the students in

selected curricular activities in Senior High School Department of Jose Rizal University.

Operational Definition of Terms

Assumption. In this study, assumption is defined as a belief that critical thinking and

curricular activities are related to each other.

Cognitive Development. field of study in neuroscience and psychology focusing on a

child's development in terms of information processing, conceptual resources, perceptual skill,

language learning, and other aspects of the developed adult brain and cognitive psychology.

Crucial. This term is used in this study to say that an evidence is extremely important

before making judgments.

 Curricular Activities. In this study, it is defined as an extra academic activity that provides

students the ability to acquire knowledge outside the four corners of a room and be able to explore

around the whole campus.

Deliberative. This term is used to describe a natural process to think critically.

Fallacies. This term is used in this study to identify the misconceptions or a mistaken belief

of others.

Foster. Encourage or promote the development of something, typically something

regarded as good.

Heralded. It is a sign that something is about to happen.

Honing. In this study honing or hone is defined as the refining of critical thinking skills

through curricular activities.

Justifiable. This term is used in this study to describe reasonable and understandable ways

of how students perceive things.

Perceived. In this study, it is to become aware or conscious of something; come to realize

or understand.

Provoke. This is to stimulate or give rise to a reaction or emotion, typically a strong or

unwelcome one in someone/something.

Psychosocial. Relating to the interrelation of social factors and individual thought and

behavior.
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