Graduate thesis (Education (Major in Mathematics), Master of Arts in) -- Foundation University, 2024.

Includes bibliographical references and appendices.

Abstract

The study aimed to determine mathematics teachers’ extent of utilization of
strategies in terms of asking questions, analyzing situations, interpreting data, and
panel discussions in improving students’ critical thinking skills and the relationship
of the mentioned strategies with the selected variables. It also determined the level
of critical thinking skills of students. The researcher utilized the descriptive
correlation design and employed the systematic sampling technique in identifying
the 320 junior high school respondents from grade 7 to grade 10 of the school year
2023 to 2024 of the four secondary schools of Lazi District in the Division of
Siquijor. The researcher utilized adapted and validated questionnaires and
employed mean and Spearman Rank Order Correlation for the data treatment. The
findings revealed that the teachers’ extent of utilization in terms of the following
strategies is “high”: (a) asking questions, (b) analyzing situations, (c) interpreting
data, and (d) panel discussion. It was also found that the level of students’ critical
thinking skills is “high”. The data further indicated that the mentioned strategies are
significantly related to students’ level of critical thinking skills. Meanwhile, the
findings showed that grade level, oral reading level, family income, and parents’
educational attainment do not significantly relate to students’ level of critical
thinking skills.

Keywords: strategies, critical thinking, asking questions, analyzing situations,

interpretation of data, panel discussion

This study explores the strategies used by mathematics teachers to enhance students’ critical thinking skills. It examines instructional techniques, classroom practices, and teacher-led interventions that promote analytical reasoning, problem-solving, and higher-order thinking in mathematics.