Available Online: 23 July 2021
Gacutan, Sarah Angela B.*
Laguna College of Business and Arts, Philippines (firstname.lastname@example.org)
Recillo, Maria Luisa B.
City College of Calamba, Philippines (email@example.com)
The study aimed to determine the level of grade 12 English teachers’ questioning in developing students’ critical thinking skills. This study used the mixed method research design, specifically explanatory sequential triangulation to determine the level of teachers’ questioning using a self-constructed questionnaire answered both by teachers and their subject coordinator, and the critical thinking of students through an assessment test anchored to their English subjects in Senior High School. The mean was used to determine the level of questioning of teachers, while the frequency was used for the critical thinking skills level of students. T-test was then used to compute for the significant difference of the assessment of the English teachers from the subject coordinator. Finally, the Pearson’s R Correlation was used to determine the significant relationship of teachers’ level of questioning and students’ level of critical thinking skills. The findings were as follows: the level of questioning of teachers was very high, while the level of critical thinking skills of students did not meet expectations. On the assessment of the subject coordinator and English teachers on the level of questioning, there is no significant difference between the two groups, but in terms of asking questions, there is a significant difference between the assessment of the two groups. Furthermore, there is no significant relationship between the teachers’ level of questioning and students’ level of critical thinking skills. With this, this study proposed a work plan entitled Classroom Q and A: Levelling Up of Students’ Critical Thinking and Teachers’ Questioning.
Keywords: critical thinking, teachers’ questioning, comprehension, art of questioning, Bloom’s taxonomy
Cite this article:
Gacutan, S. A. B., & Recillo, M. L. B. (2021). Grade 12 English teachers’ questioning in developing students’ critical thinking skills: A two-phase model. International Journal of Research Studies in Education, 10(10), 87-112. https://doi.org/10.5861/ijrse.2021.a013