Professional Documents
Culture Documents
, 2021
ABSTRACT
The study aimed to determine the effect of active learning strategies in higher-order thinking skills of Grade
10 students of Dr. Panfilo Castro National High School during the School Year 2020-2021. One hundred
(100) selected grade 10 students were used as respondents of the study, including pre-test and post-test
experimental design. The first group was exposed to case-based learning, and the second group was
exposed to visual–organization activity. A validated sixty (60) item test was used in the study to determine
significant differences in pre-test and post-test scores of the two groups. The study found out that the pre-
test scores of the respondents in the two experimental groups as to their higher-order thinking skills in
critical thinking and creative thinking skills were the same, indicating that the students have low-
performance levels before subjecting to the treatment. The post-test scores of the students of both groups
showed improvement in their scores after the treatment. Likewise, a significant difference was found in
both groups' pre-test and post-test scores in terms of their critical thinking and creative thinking skills.
Furthermore, it also showed a significant difference in the post-test (critical thinking skills) scores between
the case-based learning and visual–organization groups.
2. Test of Differences on the Mean Pre-test Performance between Case-Based Learning and
Visual-Organization Activity
Table 3
Test Difference Between the Mean Pre-test Scores of the Case-Based Learning Group and Visual-Organization Activity Group
on Higher-Order Thinking Skills
95% CID
Dependent Variable t df Sig. (2-tailed)
Lower Upper
The table above presented the test level of ability to answer the given questions and
difference between the mean pre-test scores of concepts critically. The data in Table 3 also
the case-based learning and visual–organization presents the test difference between the mean
activity groups on higher-order thinking skills in pre-test scores of the case-based learning group
critical thinking. It was seen on the table that there and visual–organization activity group on higher-
is no significant difference in the mean pre-test order thinking skills in terms of creative thinking.
scores of the students in terms of critical thinking. The computed significance value for the two
The study's implication shows that the students strategies, as mentioned earlier, is 0.557. it only
before the conduct of the study have the same shows no significant difference in the pre-test
P – ISSN 2651 - 7701 | E – ISSN 2651 – 771X | www.ioer-imrj.com
MALANOG, S.D., ALIAZAS, J.C.V., Active Learning Strategies and Higher – Order Thinking Skills of Grade 10
Students, pp.241 - 249
244
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 3, NO. 3, SEPT., 2021
scores of the two groups. Most of the students in students in both groups have the same ability to
the two groups found the lesson on the nervous understand the questions and express their
system, endocrine system, and reproductive answers creatively before they are exposed to the
system very hard to understand concepts treatment.
because they obtained low scores. It implies that
3. Test of Differences between Pre-test and Post-test Performance in Critical Thinking Skills
and Creative Thinking Skills
Table 4
Test of Difference in the Pre – Test and Posttest Performance of the Students Case-Based Learning and Visual-Organization
Activity in Critical Thinking Skills
Pre-Test Post Test
Sig. (2-
Independent Variable t df
Std. Std. tailed)
Mean Mean
Deviation Deviation
Case-Based Learning 8.4400 2.68906 10.5200 4.63016 -2.817 49 .007
Table 4 presents the t-test of difference During the treatment process, the students under
between the mean pre-test and post-test the case-based learning improved their way of
performance of the case-based learning group answering the guide questions. For example, in
and visual–organization activity group in terms of nervous system topics, some students could
critical thinking skills. It is shown that the result on relate their own experiences regarding the given
the level of significance with regards to critical scenarios, so they answer the guide questions
thinking skills was .000, which indicates that there based on their experiences. Some of them,
is a significant difference in the pre-test and post- triggered to explore more and give some effort to
test scores of the students on critical thinking research the given scenarios for them to answer
when exposed to case-based learning and the open-ended questions. Likewise, on the
visual–organization activity as an active learning students under visual-organization activity, the
strategy. activities helped them think outside of the box or
The result implies that most of the in the different perspective to answer the given
students from the case-based learning and questions in their worksheets and present those
visual–organization activities are improved with answers using diagrams and concepts maps.
critical thinking skills. The post-test increased as It can be confirmed from the study of Bean
most of them as developing to approaching the (2021), who said that active-learning strategies
proficient and proficient level of proficiency. The that teach students to think critically must
study's implication also shows that students therefore be the type of activities that are
acquire more knowledge after exposing to active designed to stimulate and engage thinking in a
learning strategies in which the students give relevant context mentally. Thus, active-learning
their attention and eagerness for learning. The exercises are strategies that make students more
results showed that the two groups exposed to powerful thinkers and better arguers. He
the different activity under active learning recommends using case studies, role-playing,
strategies remarkably improved the post-test small group work, and creative activity that
compared to their pre-test results. This may stretches thinking skills that can be applied to
indicate that the case-based learning and visual- applicable situations.
organization activity significantly enhance the
student's critical thinking skills.
Table 5 shows the test difference in pre However, in the visual-organization activity, they
and post-test performance of the students on received different tasks, that involved visual
case-based learning and visual–organization representation of the concepts and topics. Also,
activity in terms of creative thinking skills. It can the students were encouraged to think about how
be gleaned from the table that there were 0.000 to use concept maps and diagrams to present
due to the level of difference which was less than their ideas in the given task creatively.
0.05 level of significance. The results suggest a The statistical results were supported by
significant difference in the pre-test and post-test Abdulameer (2020), conceiving on active
performance of the students in creative thinking. learning and its importance in the educational
Using case-based learning and visual– process and creative thinking and its importance
organization activity as active learning strategies in the educational process. Active learning
in teaching science is effective with regard to represents an educational philosophy that
creative thinking skills. depends on the learner's positive academic
Based on the results, both treatments learning situation (Tientongdee, 2018). It includes
improved the creative thinking skills of the all educational practices and teaching
students. Since both experimental groups were in procedures to activate and maximize the
a modular learning modality, the students could learner's role, where learning occurs through
interact with the provided materials for the work, research, and experimentation. Thus, the
treatment. Each of the students received three learner is self-reliant in obtaining information and
sets of answer sheets for three different topics acquiring skills.
with different content depending on their group.
4. Test of Differences on the Mean Post-test Performance between Case-Based Learning and
Visual-Organization Activity
Table 6
Test Difference Between the Mean Post-test Scores of the Case-Based Learning Group and Visual-Organization Activity
Group on Higher-Order Thinking Skills
95% CID
Dependent Variable t df Sig. (2-tailed)
Lower Upper
The mean post-test scores of the case- confidence level of difference are presented in
based learning and visual–organization activity Table 6. It can be gleaned from the table that the
regarding critical thinking skills at 95 percent level of significance was 0.002, indicating a
P – ISSN 2651 - 7701 | E – ISSN 2651 – 771X | www.ioer-imrj.com
MALANOG, S.D., ALIAZAS, J.C.V., Active Learning Strategies and Higher – Order Thinking Skills of Grade 10
Students, pp.241 - 249
246
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 3, NO. 3, SEPT., 2021
significant difference between the post-test of two CONCLUSIONS
groups in critical thinking skills. Using case-based
learning and visual–organization activity as active Based on the study's findings, the
learning strategies in teaching science are both following conclusions were drawn: First, there is
effective. However, the mean post-test result of no significant difference between mean pre-test
both strategies, the statistical results wherein scores of the case-based learning activity group
most of the students from the case-based and those of the visual-organization activity
learning group obtained “Approaching Proficient” group. Second, the mean pre-test and post-test
level of proficiency. On the other hand, most scores obtained by students exposed to the case-
students from visual–organization activity based learning activity and those of visual-
reached the “Proficient” level of ability. This organization activity significantly differed. Lastly,
means the students from the visual–organization the mean post-test scores obtained by students
activity group performed well than in case-based exposed to case-based learning activity
learning. significantly differed from those exposed to
In the visual-organization activity, the visual-organization activity in terms of both
students improved critical thinking skills through creative and critical thinking skills.
visual images. The provided teacher-made
worksheet encouraged the students to use RECOMMENDATIONS
different diagrams, graphs, and concept maps to
do the given task or present their ideas to the Aligned with the findings and conclusions
given topic. of the study, the following recommendations are
The results are supported by the notions offered: First, School administrators may focus on
of Thomas and Thorne (2017) stated that Higher active learning strategies to enhance the
order thinking skills are more than memorizing students’ performance in a new standard set - up
facts or saying something back to someone of education. Second, teachers may challenge
exactly the way it was told. HOT takes thinking to themselves in using different strategies in new
higher levels than restating the facts and requires normal education to impart more knowledge and
students to do something with the facts — understanding to the students. Lastly, future
understand them, infer from them, connect them researchers may conduct further research for the
to other facts and concepts, categorize them, same study in a larger group, in a more extended
manipulate them, put them together in new or period, even in other disciplines or subjects. They
novel ways, and apply them as we seek new may also study the effect of different active
solutions to new problems. They give some learning strategies on other learning skills of the
strategies enhancing the HOTs, including students.
teaching concepts, categorizing concepts,
connecting ideas, teaching inference, and REFERENCES
expanding discussions at home.
The table shows the t – value in terms of Abdulameer, S. M. (2020). The effect of an
creative thinking is 0.74 and with the level of educational approach on the perception-
significance of 0.000, indicating that there is no kinesthetic in learning the accuracy of the
significant difference between the mean post-test performance of the transmission and reception
skills of volleyball. European Journal of Molecular
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suggested that active learning depends on the
learner's active participation in learning materials Bean, J. C., Melzer, D., (2021). Engaging ideas: The
that make him able to retrieve information better. professor's guide to integrating writing, critical
The result implies using both case-based learning thinking, and active learning in the classroom.
and visual-organization activity as active learning John Wiley & Sons. https://www.wiley.com/en-
strategies. Both groups performed the same level us/Engaging+Ideas%3A+The+Professor%27s+G
of creative thinking skills even after the treatment. uide+to+Integrating+Writing%2C+Critical+Thinkin
P – ISSN 2651 - 7701 | E – ISSN 2651 – 771X | www.ioer-imrj.com
MALANOG, S.D., ALIAZAS, J.C.V., Active Learning Strategies and Higher – Order Thinking Skills of Grade 10
Students, pp.241 - 249
247
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 3, NO. 3, SEPT., 2021
g%2C+and+Active+Learning+in+the+Classroom Regional Memorandum No. 233 s 2016.
%2C+3rd+Edition-p-9781119705406 Implementation of the pedagogical approaches
mandated by R.A. 10533.
DepEd Order No. 012 s. 2020. Adaptation of the basic http//www.deped.gov.ph
education learning continuity plan for school year
2020-2021 in the light of the COVID-19 public Thomas, A., & Thorne, G. (2009). How to increase
health emergency. http//www.deped.gov.ph higher order thinking. Metarie, LA: Center for
Development and Learning.
DepEd Order No. 008 s. 2020. Guidelines on https://www.readingrockets.org/article/higher-
enrollment for school year 2020-2021 in the order-
context of the public health emergency due to thinking?__cf_chl_captcha_tk__=pmd_AsErrnyb
COVID-19. http//www.deped.gov.ph 374fIGrl0H9Mbk8l.9k0xXe35d_cZVLp8VI-
1634356447-0-gqNtZGzNAvujcnBszQdl
Honeycutt,B. (2018). Three active learning strategies
you can do in 10 minutes or less. Faculty focus. Tientongdee (2018). Development of problem-solving
http://www.facultyfocus.com skill by using active learning for student teachers
in Introductory Physics.
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in Creative Thinking Scores on the Torrance Tests 6596/1144/1/012002/pdf
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23:4, 285-295. AUTHORS’ PROFILE
https://www.tandfonline.com/doi/abs/10.1080/104
00419.2011.627805 Shiella D. Malanog was born
in Candelaria, Quezon,
Moore-Cox, A. (2017). Lesson plans: Road maps for Philippines. She earned her
the active learning classroom. Journal of Nursing Bachelor of Secondary
Education, 56(11), 697-700.
Education major in Physical
Science and a Master of Arts
Nurlela, N. (2015). Improving students’ learning
outcomes through examples non examples Major in Science and Technology at Laguna
learning model in learning Bahasa Indonesia at State Polytechnic University-San Pablo City
SDN 011 Pauh Angit. Jurnal Pajar (Pendidikan Campus, San Pablo City Laguna. She is
dan Pengajaran), 4(6), 1343-1349. presently a Teacher II at Dr. Panfilo Cstro
National High School, Candelaria, Quezon. Her
Philippines Department of Education (2013) Deped K research interests include technology integration
– 12 curriculum guide. http://www.deped.gov.ph to education, pedagogical practices in Physics,
and creativity in science education.
Powell K.C. & Kalina, C.J. (2009) Cognitive and social
constructivism: Developing tools for an effective John Vincent C. Aliazas was
classroom education, 130 (2). https://s3.us-
born in San Pablo City, Laguna,
central-1.wasabisys.com/docdrop-annotations-
prod/Powell-and-Kalina-U6g4p.pdf?response- Philippines. He received his
content-disposition=inline&response-content- Master of Arts in Science and
type=application%2Fpdf&AWSAccessKeyId=AW Technology from Laguna State
CEUIGU61SBFN1TTFDK&Signature=4RdA%2F Polytechnic University, San
U3LDoimM8KSIQHSI4Oj5IY%3D&Expires=1634 Pablo City, in 2014. He is currently pursuing a
594182 Doctor of Philosophy in Science Education in
Philippine Normal University – Taft, Manila. He
Regional Memorandum No. 11 s 2015. The 2C, 2I- 1R has been working in the College of Teacher
pedagogical approaches. Education at Laguna State Polytechnic
http//www.deped.gov.ph
University-San Pablo City Campus since June
2012. He is presently serving in his capacity as
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