Critical thinking and problem-solving skills assessments in the K-12 mathematics curriculum: Bases for the development of problem-based learning modules

Abstract

This developmental research ascertained the levels of critical thinking and problem-solving skills of students under the K-12 Curriculum, particularly in Patterns and on of Algebra. This study also determined the content standards where students had the least mastered critical thinking and problem-solving skills. Modules were developed to enhance the students' least mastered skills. The subjects of the study were the 466 Grade 10 students for SY 2015-2016. Phase 1 of the study utilized two sets of instrument, namely: Critical Thinking Test and Problem-Solving Test. Results revealed that the levels of critical thinking and problem-solving skills of the students were in the beginning and developing stages, respectively. Students lacked the ability to analyze, evaluate, interpret, infer, explain, and self-regulate; moreover, they lacked adequate knowledge and skills on how to read or extract information from questions, improve in sense-making or real-life and common sense approach to solving problems; perform and understand mathematics concepts, mathematization, and reasoning; and showing accurately using standard and computational skills. Further, the subject areas with least-mastered critical thinking and problem-solving skills were on the topics quadratic equations and inequalities and quadratic functions. The results of Phase 1 were taken as bases for developing instructional materials that may enhance the critical thinking and problem-solving skills of the students. Phase 2 was the development of the instructional materials. It utilized the Analysis, Design, Develop, Implement, and Evaluate (ADDIE) model. Analysis involved the assessment of students' critical thinking and problem-solving skills as well as the subject areas with least-mastered skills. Designing stage was on designing the modules using PBL Approach. Development stage was the development of the module through a seminar-workshop participated in by secondary mathematics teachers from different schools. Fourth stage was the implementation of the modules through pilot testing to four different secondary schools. In the implementation stage, students found the module fun and easy to understand, the activities were challenging, enhanced their decision-making and problem-solving ability, and motivated them to think critically. The last stage was the evaluation of the modules by secondary teachers. Based on the results of teachers' evaluation, the modules may enhance students' critical thinking and problem-solving skills. Likewise, they rated each core of critical thinking skills and each dimension of problem-solving skills as "very good" in terms of the quality of the modules to enhance the said skills. Thus, the developed Problem-Based Learning Modules may be used to improve student's critical thinking and problem-solving skills.