Critical Thinking And Outcome-Focused Teaching Among Araling Panlipunan Teachers

Abstract

The study assessed the extent of critical thinking ability and outcome-focused teaching among Teachers in Cateel 2 District, Davao Oriental Division. The study used a non-experimental descriptive-correlational and predictive research design, utilizing an adapted survey instrument to gather responses from the randomly selected teacher-respondents. Data gathered were treated using Mean scores, Pearson r correlation, and Linear Regression, where results were treated with confidentiality following research ethics. Findings revealed that the extent of critical thinking ability among elementary teachers in Cateel 2 District in terms of learning characteristics, experiential knowledge, interpersonal skills, and technical skills was extensive, as well as outcome-focused teaching among teachers regarding assessment-infused activities and intended learning outcomes. There is a significant relationship between critical thinking abilities and outcome-focused teaching.  Indicators of critical thinking abilities provided, namely experiential knowledge, technical skills, and interpersonal skills, indicate statistically significant influence outcome-focused.  Further studies may look to other factors that contribute to the improvement of outcome-focused teaching and may sustain the practices in intensifying critical thinking abilities in pedagogy and assessment through collaboration among teachers and their respective schools to do the same and continuously improve themselves.