Table 1.

Strategies used by teachers to enhance critical reading among freshmen college

students.
Strategies 5 4 3 2 1 Descripti Rank
Used to on
develop Weighted
Critical Mean
reading
skills
(MU) (FU) (MU) (SU) (NU)
1. Ask 1 1 2 1 Moderate 7
students to ly used
previewing.
(Getting an
overview of
text
structure,
3.2
text cues,
pictures and
personal
experiences
prior to
reading a
text)
2. Use 1 1 1 2 Moderate 9
skimming ly used
technique 2.8
(finding the
thesis)
3. Ask 1 2 1 1 3.6 frequently 5
students to used
look for
clues in the
text, think
about what
those clues
trigger in
prior
knowledge
and make a
prediction.
4. Ask 1 1 1 1 slightly 10
students to used
monitor for
understandi
ng by 2.6
checking to
see if the
text makes
sense.
5. Ask 2 1 1 1 frequently 5
students to used
write a
paragraph or
more that 3.6
presents the
main idea in
their own
words.
6. Restate 2 1 1 1 frequently 4
and clarify used
the meaning
of a few 3.8
sentences
from the
text.
7. Ask 2 1 1 1 frequently 4
students to used
combine
ideas and
information 3.8
selected
from
different
texts.
8. Ask 1 1 1 1 1 3 Moderate 8
students to ly used
write
questions for
every
paragraph of
texts.
9. Invite 2 1 1 1 frequently 4
students to used
abstract
from their
observations
, to think
about the
implication
3.8
of their
ideas, and to
generate
these ideas
across a
range of
specific
contexts.
10. Use 1 3 1 Moderate 8
writing ly used
assignments
with specific
tasks or
goals 3
focusing on
a particular
kind of
thinking or
reflection.
11. The 3 2 mostly 1
teacher used
introduces
tasks and
ask students 4.6
to question
what they
read or
listen to.
12. The 1 2 1 1 Moderate 6
teacher 3.4 ly used
encourages
students to
investigate
deeper
meanings
and identify
assumptions
and
weaknesses
.
13. The 2 2 1 frequently 2
teacher asks used
students to
reconsider
and respond
4.2
to the
statements
that emerge
from their
classroom.
14. The 2 2 1 frequently 2
teacher used
encourages
4.2
students to
solve a
problem.
15. The 3 2 mostly 1
teacher used
includes
activities 4.6
that foster
collaborative
learning.
16. The 3 2 mostly 1
teacher used
provides
topics and 4.6
enough time
for students
to discuss.
17. The 1 3 1 frequently 3
teacher used
gives
students the
opportunity 4
to create
their
materials
themselves.
18. The 1 4 frequently 2
teacher used
introduces
the goals
4.2
and
objectives of
the lesson
clearly.
19. The 1 2 2 frequently 4
teacher used
gives
students the 3.8
opportunity
to reflect on
the topics.
20. The 2 2 1 frequently 2
teacher used
provides
feedback
and allows
students to
4.2
reflect on
their self-
understandi
ng and
development
.
31 33 20 5 8
 As shown in table 1, the strategies that most teachers used in enhancing the

critical reading skills based on the weighted mean computed there are three mostly

used by the teachers in BEED students at College Teacher Education. The mostly used

by teachers in developing critical reading of the freshmen of BEED are the teacher

introduces tasks and ask students to question what they read or listen to with a 4.6

weighted mean, teacher includes activities that foster collaborative learning with a 4.6

weighted mean, and the teacher provides topics and enough time for students to

discuss with a weighted mean of 4.6 weighted mean. It is equally important that each

activity is meaningful and ensures student development and advancement through the

subject.

The teacher introducing tasks and asking students to question what they read or

listen to is the most commonly used strategy, with a weighted mean of 4.6, by

instructors who teach BEED freshmen students to enhance their critical reading skills.

As cited on the Teaching Excellence in Adult Literacy (2013), National Research Council

(2012) define deeper learning refers to the process by which an individual acquires the

ability to take what they have learned in one context and apply it to new situations,

thereby gaining transferable knowledge and skills. To promote deeper student learning

and foster thinking at the highest cognitive levels, teachers can incorporate the use of

effective questions, especially those that target higher cognitive levels, into their lesson

planning. Additionally, providing explicit instruction through think-aloud can help model

the use of self-questioning for students.

The teacher including activities that foster collaborative learning and providing

topics is the second most commonly used strategy, with a weighted mean of 4.6, by
instructors in enhancing critical reading skills for BEED freshmen students. In the study

of Tankersley and Cuevas (2019) on the effectiveness of cooperative learning in the

reading learning in the classroom, collaborative strategic reading is a cooperative

learning strategy in which students in a group work together with each student having a

specific job. This method lays out specific previewing, reading, and wrap-up strategies

and gives each member of the group a role. In the conduction of the study, during the

first half of the study, both groups performed significantly better on the topic posttest

than they did on the pretests. However, during the last half of the study, only the

collaborative strategic reading group continued to perform significantly better on the

tests while the jigsaw group did not. It simply shows that neither of the cooperative

learning methods used was effective than the other. In a study by Kheirandish and

Kheirandish (2016) in which cooperative learning was examined in comparison to

traditional instruction, the cooperative learning had a significantly more positive effect on

student motivation. In the study of Petrie (2020)the results showed that all teachers

confirmed analysis as a useful skill for students when they go to university. The majority

of the teachers believed this critical thinking skill was important because students

should be able to structure a task or problem into its constituent parts, in order to

determine the steps that are needed to complete or solve it.

The third mostly used strategy by the instructors who handle BEED freshmen

students is the teacher provides topics and enough time for students to discuss with a

weighted mean of 4.6 weighted mean. According to the findings of Wilson (2016)

critical reading pedagogy can be realised in different ways, but that nurturing students’

critical dispositions, in particular, requires delicate scaffolding to support their

development as critical meaning-makers. Such scaffolding pushes students to develop

deeper skills and criticality, yet enables them to feel secure in the transcultural contact

zones in which they are participating. In the study conducted by Horvathova (2021), the

findings of the research has shown that using reading comprehension strategies at all

levels of Bloom's taxonomy in achieving comprehension is beneficial not only in

language education, but also for the development of the higher order thinking skills of

adolescents. It equips them with the ability to think critically and creatively, and provides

them with vital tools that they will use during their whole life.

Wilson, K. (2016, December 20). Critical reading, critical thinking: Delicate scaffolding
in English for Academic Purposes (EAP). Just a
moment... https://www.sciencedirect.com/science/article/pii/S1871187116301365

Petrie, J. A. (2020, December 29).Fostering critical thinking skills in secondary

education to prepare students for university: teacher perceptions and practices. Just a
moment... https://www.tandfonline.com/doi/full/10.1080/13596748.2020.1846313

Tankersley, A., & Cuevas, J. A. (2019). The Effectiveness of Cooperative Learning in the Reading
Classroom. Perspectives In Learning, 18 (1). Retrieved from https://csuepress.columbusstate.edu/pil/
vol18/iss1/2

Deeper Learning through Questioning. (2013). LINCS | Adult Education and Literacy | U.S. Department of
Education. https://lincs.ed.gov/sites/default/files/12_TEAL_Deeper_Learning_Qs_complete_5_1_0.pdf

Horvathova, B. (2021, March). DEVELOPING CRITICAL THINKING IN READING

COMPREHENSION OF TEXTS FOR SPECIFIC PURPOSES AT ALL LEVELS OF BLOOM'S
TAXONOMY. ResearchGate | Find and share
research. https://www.researchgate.net/publication/350323378_DEVELOPING_CRI

Recommendation:
1. Introducing critical reading skills with different sexes, ages, and fields of study at different stages
context.

2. Curriculum planners should device or add programs or activities such as research studies in their
syllabi that allow teachers to examine student’s learning styles and effective reading strategies that will
help improve students’ overall learning process.