LEVEL OF ACCEPTANCE AND EFFECTIVENESS OF TEACHING MATERIALS IN DEVELOPING ANALYTICAL AND CRITICAL THINKING IN FILIPINO (ANTAS NG PAGTANGGAP AT KABISAAN NG KAGAMITANG PANTURO SA PAG-UNLAD NG MAPANURI AT KRITIKAL NA PAG-IISIP SA FILIPINO)

EDUCATION

This study examines the Philippines' low critical thinking scores among secondary students as reported in PISA 2022 and to improve Higher-Order Thinking Skills (HOTS) materials and strategies, it focuses on evaluating instructional materials and the challenges faced when using HOT-based for Filipino 10. It is a mixed-methods research design comprising a pre-test and post-test with 80 students for quantitative, evenly divided into an experimental group and a conventional group. Qualitative data were collected through phenomenological interviews with three Filipino 10 and seven selected students from Grade 10 who used the instructional material crafted. The experimental group has a significant difference after the intervention with the (d = 1.00) while the conventional group showed no improvement in their scores. However, unequal involvement in group activities, time limits brought on by the condensed Most Essential Learning Competencies, and access to technology were found. The instructional module is Highly Acceptable to both teachers (𝑥̅ = 4.68) and students (𝑥̅ = 4.69) but it shows no significant correlation between students' acceptance and their academic improvement (r pre-test = –.16; r post-test = .12; p > .05). The findings suggest that positive perceptions alone are not evident in successful performance. Still, the actual use of the materials and the time dedicated to the tasks play a crucial role in achieving positive learning outcomes. HOTS-based instructional modules should be integrated more, technology funding should be increased, and teachers should be trained to create activities that emphasize higher-order thinking.

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