The Moderating Influence of School Type on Teaching Strategies and Critical Thinking Skills in Senior High School Students
DOI:
https://doi.org/10.54536/ajmri.v4i6.5914Keywords:
Critical Thinking Skills, Education, Private School, Public School, Teaching StrategiesAbstract
This study examined the moderating influence of school type on teaching strategies and critical thinking skills among senior high school students. Employing a descriptive-correlational research approach, the study utilized advanced statistical analyses, such as Pearson’s r and regression analyses, to examine the correlation of the teaching strategies and critical thinking skills, and to ascertain any moderating effects. Data were collected from 300 grade 12 STEM students using validated questionnaires measuring teaching strategies and critical thinking skills among students. The results revealed that teaching strategies are highly utilized, with affective and behavioral strategies being the most implemented, while cognitive strategies, although slightly less employed, still showed substantial usage. Students demonstrated high levels of critical thinking, particularly excelling in Thinking Outside the Box, underscoring the importance of fostering creativity to enhance critical thinking skills. The application of instructional strategies and improvement of critical thinking abilities among senior high school students were also found to be positively correlated, with the type of school showing a significant positive moderated effect. Notably, students' critical thinking abilities can be significantly improved by using diverse teaching strategies that encourage students to create, innovate, and solve problems, which enable them to thrive in various educational environments.
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Copyright (c) 2025 Marian Kaye Gallego, Rheia Udarve, Shem Bagares, Criscelle Joy Cañada
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