Critical Thinking Skill Practices and Level of Preparedness in Sourcing Reliable Information of GSAT Grade 11 Students: Basis for THINC Program

Abstract

To traverse huge amount of information sources available today, critical thinking skills and readiness in seeking information are required (Wallace & Jefferson 2013). However, this learning discipline is significantly hampered by erroneous information circulating online and students were fazed by isolation in observance of health protocols due to COVID 19. Gathering data for their research tasks was restricted since classes were temporarily adapted to online and modular set ups putting at stake their critical thinking skill practices and preparedness in information-seeking.
To determine the critical thinking skill practices and level of preparedness in seeking information of GSAT Grade 11 students particularly during the COVID-19 pandemic, this study was conducted. Through a stratified sampling, 240 Grade 11 students were selected for the quantitative data and 5 others by purposive sampling to collect qualitative data. Since mobility in tracking information was limited, students were confined in their families, online sources, classmates, and relatives. The quantitative data were obtained from online survey and processed statistically. Consequently, the qualitative data were transcribed, discussed, analyzed, and interpreted using the thematic analysis.
Results of the survey show that students’ critical thinking skill practices in brainstorming, adapting to changes in laws and programs, and problem-solving are relatively moderately practiced. Meanwhile, the students’ level of preparedness in seeking information on the aspects of analytical skills, information literacy, and reasoning skills are in the average level. Further, learners could acknowledge others' opinions though they struggled in interpreting and evaluating information. Learners recognize the components of critical thinking that must be considered in gathering data from reliable sources; they are aware too of the influence of peer collaboration in boosting critical thinking and improve their skills in outlining, organizing, and validating information to obtain needed data.
Based on the results of this study, the researchers proposed the formulation of the “Thought Hierarchy Intervention for Neophyte Critiques (THINC) Program” to equip learners with apt skills and improve their information-seeking practices in preparation to their research endeavors and related learning activities.