Process Questions: Its Effect to the Critical Thinking of the Selected Senior High

School Students in Rosary School Inc.

A Research Study Presented to the Senior High School Department

Rosary School, Inc.

CHRIS ARTHUR F. BINO

PATRICIA DANIELLE B. BORAZON
MICHAELA B. FRANCIA
CHRISTIAN JOSEPH B. NACARIO
JENNIE ROSE B. QUIAL
FRANCEEN RONETH B. SINFUEGO

May 2023

i
 APPROVAL SHEET

This research study entitled “Process Questions: Its Effect to the Critical Thinking of
the Selected Senior High School Students in Rosary School, Inc.” completely prepared and
submitted by CHRIS ARTHUR B. BINO, PATRICIA DANIELLE B. BORAZON,
MICHAELA B. FRANCIA, CHRISTIAN JOSEPH B. NACARIO, JENNIIE ROSE B.
QUIAL, and FRANCEEN RONETH B. SINFUEGO in partial fulfillment of the requirements
in Practical Research I, has been examined and recommended for acceptance and approval for
Final Oral Defense.

LIEZEL P. ESTANISLAO, LPT

Panelist
ARA JANE D. SERDAN XAVIER ALEX G. QUIÑONES
Panelist Panelist

APPROVAL SHEET

Approved by the Panel of Examiners during the Final Oral Examination on May 10, 2023

with the grade of ___________.

LIEZEL P. ESTANISLAO, LPT

Panelist
ARA JANE D. SERDAN XAVIER ALEX G. QUIÑONES
Panelist Panelist

ACCEPTED AND APPROVED in partial fulfillment of the requirements for Practical

Research I.

MARIA EUSEBIA GAITE - QUIÑONES

School Principal

ii
 ACKNOWLEDGEMENT

The researchers would like to express their sincere gratitude to the following people who
helped them finish their study, this study will not be successful without their unending support
and help.

First of all, the researchers lift their praises and thanksgiving to God, the Almighty, for
his continuous provision of knowledge, strength, and comfort throughout their study. Thank you
for answering our prayer and blessed us with his strength to complete this study, through ups and
downs he is always there guiding us.

To our parents, who supported us from the very start until we finally finished this
research. The researchers are grateful for their unending support and encouragement throughout
our journey. None of this will happen without them.

To our respondents, who participated during the researchers’ survey, and gave their time
answering the survey questionnaires with full cooperation and honest response, without them the
researcher couldn’t gather enough data to support this study.

To others teachers, who lend their time for the researcher to fully focus on finishing the
research paper. The researchers are thankful for their kind considerations, love, and support.

To our school principal, who helped us grow and learn more knowledge. Without her
consent, the researcher wouldn’t be able to conduct and finish this study.

To our dear panelists, Ms. Ara Jane Serdan and Mr. Xavier Alex G. Quiñones, we
would like to express our deepest appreciation for the all the advice and knowledge you shared to
us during our preliminary defense.

The researchers would like to express their sincere gratitude to our research instructor,
Ms. Liezel P. Estanislao, for the opportunity to share her knowledge and expertise. It was a
great privilege to work and study under her guidance. The researchers are very thankful for what
she taught to us.

iii
 ABSTRACT

Critical thinking is an enhanced ability that can help people when it comes to problem
solving and decision-making. It will also help you examine the context, come up with a practical
solution. Process question, also known as a divergent question, demands that the reply consider
the issue carefully before providing an answer. If you want to get someone's perspective, you
might use these kinds of inquiries. This study tests the level of critical thinking of the Senior
High School students through process question and how process question affects the critical
thinking of the respondents. The researcher assumed that the level of critical thinking and the
effect of the process question to the critical thinking of the respondents may vary; the
respondents are selected through a purposive sampling design and assigned to answer questions
that will test their critical thinking. The statistical tool that the researchers use is the mean. The
mean of Grade 11 students is 3.15625, which is interpreted as satisfactory, and the mean of
Grade 12 students is 3.09375, which is interpreted as satisfactory. The overall mean is 3.125,
which is satisfactory. Therefore, the level of critical thinking of the respondents is satisfactory,
and the effect of the process question to the critical thinking of the Senior High School is that it
operates the critical thinking of the respondents. The researchers recommended that teachers
should enrich the critical thinking skills of the students and improve low scores in critical
thinking, also teachers should incorporate questions that can help enable their critical thinking
like process questions, and lastly the output will be distributed to the teachers where they can
utilize to help the critical thinking of the students.

iv
 TABLE OF CONTENTS

APPROVAL SHEET ------------------------------------------------------------------------------------------------ ii

ACKNOWLEDGEMENT------------------------------------------------------------------------------------------
iii
ABSTRACT ----------------------------------------------------------------------------------------------------------
iv
TABLE OF CONTENTS------------------------------------------------------------------------------------------ v
LIST OF TABLES
Table 1 Level of Critical Thinking of the Respondents 21
Table 2 Level of Critical Thinking of the Respondents 21
21
Table 3 The Effect of Process Questions to the Critical Thinking of the Respondents 23
23
LIST OF FIGURES
Figure 1 Conceptual Paradigm 4
Figure 2 Theoretical Paradigm 6
CHAPTER I: INTRODUCTION----------------------------------------------------------------------------------1
Introduction 1
Background of the Study 2
Conceptual Framework 3
Theoretical Framework 5
Statement of the Problem 7
Scope and Delimitation 7
Significance of the Study 8
Definition of Terms 8
Notes 9
CHAPTER II: LITERATURE REVIEW---------------------------------------------------------------------- 10
Review of Related Literature 10
Notes 15

v
CHPATER III: RESEARCH MEATHODOLOGY-------------------------------------------------------- 17
Research Design 17
Research Instrument 17

Admission and Retrieval of Questionnaire 17

Respondents 19
Sampling Design 19
Data Gathering Procedure 19
Research Locale 19
Statistical Treatment of Data 20

CHAPTER 1V: RESULTS AND DISCUSSIONS ------------------------------------------------- 21

CHAPTER V: SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS-- 25

Summary 25
Findings 25
Conclusion 26
Recommendation 26
BIBLIOGRAPHY --------------------------------------------------------------------------------------------------- 27
APPENDICES------------------------------------------------------------------------------------------------------ 30
Appendix A. Permit to Conduct a Study 31

Appendix B. Letter to the Respondents and Survey Questionnaire 33

CURRICULUM VITAE --------------------------------------------------------------------------------------- 36

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vii
 CHAPTER I
THE PROBLEM AND ITS BACKGROUND

Introduction

According to David Hitchcock, being able to think critically is a common educational

objective. Its definition is under dispute, but the conflicting definitions can be viewed as various
interpretations of the same fundamental idea: through consideration focused on a purpose.
Concepts vary in terms of the range of such thinking, the type of purpose, the standard and
guidelines for thorough thought, and the aspects of thinking that they emphasize 1.

Critical comes from the Greek word “kritikos” meaning “able to judge or distinguish". It
is the process of interpreting and analyzing facts and opinion about what you’ve read, say, or
write. Critical thinking is an enhanced ability that can help people when it comes to problem
solving and decision-making. It will also help you to examine the context, come up with a
practical solution. Critical thinking will motivate you to investigate and improves your reasoning
over your emotional reaction. It will avoid being biased by looking at the two sides of a situation
and provide solution. Some people who have this ability has a sense of leadership. It affects the
way they see and react to a certain problem 2.

Clarity, excellent reason, depth and fairness can be an intellectual idea when you think
critically. Critical thinking not only focuses on the other people in fact, this has an advantage to
us as well. It can help us think and analyze as a situation before making any decision. It will help
us become well informed at any given issues.

This kind of thinking is obviously essential in every subject that requires adequate
thinking. Students can apply critical thinking to examine character, topics, language,
comprehend the author’s point of view, and then come to a conclusion based on their learning.
Nevertheless, this ability goes beyond just doing well in school.

1
 Critical thinking is the skill of thinking in a manner that is intellectually disciplined. They
evaluate thinking, assess thinking, and develop thinking (Paul, 2005). Good critical thinkers will
first examine the reasons for someone else’s viewpoint, assess the validity and trustworthiness of
the evidence, and then utilize that information to guide their own conclusions. This indicates that
when students encounter difficult circumstances and adversity, they have the resources necessary
to overcome them 3.

In addition to the aforementioned benefits, this vital ability enhances relationship fosters
creativity, promotes mental health, and so on. Practically, every element of students’ life requires
them to have strong critical thinking ability.

Background of the Study

Getting knowledge is a fundamental human activity that we utilize to learn, solve issues,
facilitate decision-making, and better understand one another. It’s important to ask the right
questions at school so that you can gain the information that will be most applicable and
beneficial to you. Questioning is important because it can encourage action, increase students’
capacity for thought, propel them toward the development of coherent concepts, and stimulate
learning. It’s another way educators support students in more successfully acquiring knowledge.

Process questions, also referred to as divergent questions, demand that the reply consider
the issue carefully before providing an answer. If you want to get someone’s perspective on a
certain subject, you might use these kinds of inquiries. To discover more about a person’s
experience and opinions, journalist and interviews frequently employ these asking strategies. The
purpose of process question is to assess the breath of your knowledge on a topic and your
capacity to understand how the numerous processes that make up a system interacted to form the
total

2
 Questions are essential whether they are assisting learners in developing fundamental
abilities, a grasp of how to solve problems, or engaging in higher order thinking activity like
evaluation. Of course, question may be asked by students as well as teachers; they are essential
tools for both teaching and learning. Techniques for assisting students in enhancing their own
capacity to pose and formulate questions can be learned. Raising questions and recognizing the
proper questions to ask is an important learning ability that students need to be taught.
Questioning is effective when it allows students to engage with the learning process by actively
composing responses (Muijs and Reynolds, 2001; Wragg and Brown, 2001). The learning of
basic skills is enhanced by frequent questions that provides opportunities for students to
consolidate what they have learned and that allows teachers to check their understanding 4.

This study aims to determine the effect of process questions to the critical thinking of the
selected Senior High School students in Rosary School Inc.

Conceptual Framework

The conceptual paradigm that was presented below was based on the study which shows
the IPO format: Input, Process, Output.

INPUT. The main input of this study is the review of related literature, the respondents
of the study, the survey questionnaire, level of critical thinking of the respondents, and
effect of process questions to the critical thinking of the respondents.

PROCESS. The process aims to determine the effect of process question to the critical
thinking of the respondents and the respondents of our study are the selected senior high
school students.

OUTPUT. This illustrates the strategy the researchers will use to gather data that will
support their study. The researchers develop a flyer as the major product of the study to
help the critical thinking skills of the students.

3
 INPUT PROCESS OUTPUT
Administration of
1. Review of Related Questionnaire
Literature
2. Selected students 1. Preparation for the
A flyer that shows the
of Senior High School survey questionnaire.
effects of process
3. Questionnaire 2. Conduct the survey questions to the critical
to the respondents. thinking of the
4. Level of critical
students.
thinking of the 3. Distribute, then
respondents collect afterwards the
5. Effect of process survey questionnaire.
questions to the 4. Analyze the gathered
critical thinking of the data.
respondents

FEEDBACK

Figure 1. Conceptual Paradigm

4
Theoretical Framework

This study was anchored into two interrelated theories: Theory of Questioning (1981)
developed by August Flammer and Information Processing Theory (1981) developed by
George Miller (1956).

Theory of Questioning (1981) developed by August Flammer. This theory states that
people put information-seeking questions to people whom they think are able and willing to give
that information. Knowing everything saves asking any contingent information-seeking
questions; knowing nothing or very little makes it impossible to ask in such a way that the
potential answerer can understand what the questioner wants to know.

Information Processing Theory (1981) 6 develop by George Miller, he was the first one
to put forward the idea of the theory information processing. Information Processing Theory is
an approach wherein it seeks to explain how information is stored in memory. It is based on the
concept that people don't just react to environmental factors. Humans, on the other hand, process
the information they are given. The size and scope of human brains and their behaviors are
highly powerful as a whole, despite the fact that specialists think the brain's mechanics and
functions are relatively simple (Wang, Liu, & Wang, 2003). The hypothesis is predicated on
the assumption that rather than merely reacting to stimuli, humans process the information they
are presented with. This viewpoint compares the brain to a computer by using an analogy. In this
way, the mind works like a biological computer that analyzes data from the outside environment.

Out of insight gained from two theories: Theory of Questioning and Information
Processing Theory, the researcher’s theory which guide them in the conduct of the study is to
determine the effect of process questions to the critical thinking of the respondents.

The researcher’s theory focuses in determining the effect of process question to the
critical thinking of the senior high school students.

5
 Theory of Information Critical Role
Questioning Processing Enhancement
Theory Theory

(Interaction)

Figure 2. Theoretical Paradigm

6
Statement of the Problem

This study aims to know the effect of process question to the critical thinking of the
selected senior high school students. Specifically, this study aims to answer the following
questions:

1. What is the level of critical thinking of Senior High School of Rosary School Incorporated?

2. How does process question affect the critical thinking of the students?

3. What possible output could be proposed to show the effects of process questions to the critical
thinking of the selected students?

Assumptions of the Study

1. The level of critical thinking of the students may vary.

2. The effect of process questions may vary.

3. Flyer as an output to be distributed to the teachers and students.

Scope and Delimitation

The study focuses on the effect of the process questions to the critical thinking of selected
senior high school students at Rosary School, Inc. The senior high school students are the subject
of the research. The researchers selected 8 students each strand for a total of 64 students. The
study covered the period of the second semester, S/Y 2022–2023, at Rosary School Inc., Del
Rosario, Baao, Camarines Sur. The study was conducted with selected respondents from senior
high school students, who were chosen through a purposive sampling technique. The respondents
are limited to Rosary School, Inc. students enrolled during the first semester and second semester
of the school year 2022–2033. The data gathering was done through answering a different
questionnaire that measures the effect of process question to the critical thinking of selected
senior high school students of the respondent.

7
Significance of the Study

Students. This will gain their ability in understanding, resolving problems, and improve
the foundation for affective decision-making. They will understand the significance of being able
to think clearly and sensibly. It will also develop the critical thinking of the students.

Teachers. This will allow them to assess the students’ understanding in more depth.

School. This will provide an opportunity for teachers, administrators, and students to
implement this approach.

Researchers. This study is important to the researchers because it provides them to think
more critically in answering process questions that they may apply in their academic learning.

Definition of Terms

Bloom's Taxonomy. It is the use of knowledge/memory and gradually prompts students

to find more information based on several levels of question and keywords that prompt them to
take action.

Critical thinking. Is a process thinking that has an ability to think clearly, analyzing
facts and evidence, and ability to engage a reflective and independent thinking.

Divergent Questions. It is used to stimulate diverse thinking and enable students to think
more broadly about a certain topic, issue, and ideas.

Questions. A particular thing that you need to say or write in a way to ask a person about
something. It is also the command to allow them to answer the questions.

Senior High School. It is a secondary education that is composed of Grade 11 and Grade
12 students and go through a curriculum or strand in order to prepare for college.

Socratic Method. This method uses questions to examine students’ ideas, principle, and
beliefs. Students try to identify and then defend their belief.

8
 NOTES

1
Hitchcock, D. (2018, July 21). Critical thinking. Retrieved March 8, 2023, from
https://plato.stanford.edu/archives/fall2018/entries/critical-thinking/
2
What is critical thinking? (2022, November 03). Retrieved March 8, 2023, from
https://www.monash.edu/learnhq/enhance-your-thinking/critical-thinking/what-is-critical-
thinking#:~:text=Critical%20thinking%20is%20a%20kind,able%20to%20judge%20or
%20discern%E2%80%9D.
3
Woollett, K. (2023, March 14). 5 reasons why critical thinking is the most important skill for
students. Retrieved March 8, 2023, from https://www.digitaltheatreplus.com/blog/5-
reasons-why-critical-thinking-is-the-most-important-skill-for-students?hs_amp=true
4
Kelley, J. (2020). COD Library: Instructional Methods: Asking Questions.
5
Culatta, R. (2018, November 30). Social Development Theory (Lev Vygotsky). Retrieved
March 12, 2023, from
https://www.instructionaldesign.org/theories/social-development/#:~:text=Vygotsky
%20(1978)%20states%3A%20%E2%80%9C,inside%20the%20child
%20(intrapsychological)
6
Flammer, A. (1981). Towards a theory of question asking. Psychological Research, 43(4), 407-
420.

7
Rosnov, D., & Roberts, M. (2015). Retrieved from
https://edge.sagepub.com/sites/default/files/9.4_Information_Processing_Theory.pdf
8
https://en.wikipedia.org/wiki/Information_processing_theory

9
 CHAPTER II

REVIEW OF RELATED LITERATURE

Critical thinking is the process of actively and skillfully conceiving, applying, analyzing,
synthesizing, and/or evaluating knowledge gained from, or generated by, observation,
experience, reflection, reasoning, or communication as a guide to belief and action (Scriven and
Paul, 1987) 1. Though definitions of critical thinking differ, they usually have qualities with
significant overlaps (Halpern, 2014; Butler, 2017). Butler (2017) incorporates a logical, goal-
oriented attempt to reach a desired objective. Other studies define critical thinking in their own
way 2. Critical thinking is a valuable resource for students who want to improve their thinking,
reading, and writing abilities (Cottrell, 2016). Stella Cottrell's Critical Thinking Skills:
Developing Effective Analysis and Argument, explains critical thinking and splits a difficult
subject into simple parts. This book helps students improve their analytical thinking skills and
apply them to a variety of tasks such as reading, taking notes, and writing by giving clear
explanations, relevant examples, and numerous exercises throughout. After reading the book,
even the most hesitant learner will become an advanced critical thinker 3. Thus, critical thinking
has a significant impact on people's minds, particularly students' minds. Students' ability to think
critically in decision-making, problem-solving, and analyzing situations can be improved. It
actually depends on whether or not the pupils are paying attention to their teachers.

One of the most perplexing critical thinking subjects is a collection of queries about what
we understand by the ideas of truth, objectivity, and subjectivity. We'll begin by quoting Bowell
and Kemp (2002): "All arguments can be seen as attempts to offer grounds for believing that
some. assertion is accurate" (p. 7), and again (p. 257): "It is essential for critical thinkers to
understand that truth is objective and not relative. The idea that critical thinking is solely about
the pursuit of an objective truth appears alien to the critical thinking framework's conceptions of
critical thinking 4.

10
 Critical thinking is a powerful personal and the social tool, as well as an empowering
force in education. Critical thinking, while not the same as intelligent thinking, is a common and
self-correcting human phenomenon (Facione, 2011). The ideal critical thinker, according to
Facione, is "persistently focused on finding answers that are as precise as the subject and
circumstances of inquiry, well-informed, openminded, flexible, fair-minded in evaluation, honest
in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues,
orderly in complex matters, diligent in seeking relevant information, reasonable in the selection
of criteria, and willing to reconsider" 5. To be as effective as Facione's ideal character, critical
thinking must reconsider all of the traits of a critical thinker.

Ennis (2011) stated that critical thinking captures core of the way that the term is used in
critical thinking. It is the decision of what to do or believe, it is helped by the employment of a
critical thinking and abilities that shall outline. These can serve as the basis of a great
comprehension for a critical thinking curriculum 6.

The Bloom’s Taxonomy Thinking Skills require students to broaden their knowledge,
comprehension, application, analysis, evaluation, synthesis, and creative generation. It takes
students through a process of analyzing information that pushes them to understand more
information critically and brings them to take action as students 7. Critical reasoning is
categorized using Bloom's taxonomy, a long-standing cognitive framework that enables
educators to create more precise learning objectives. Benjamin Bloom, who created the pyramid
and was an American educational psychologist, describes the levels of critical thinking needed to
complete a task. Bloom's Taxonomy, which was first developed in the 1950s and revised in
2001, has provided teachers with a standard vocabulary for referring to the particular abilities
needed for competence 8.

There are certain keywords that students can employ in Bloom's Taxonomy to think
critically: remembering, understanding, applying, analyzing, evaluating, and generating. These

11
terms are used to define each level of the Bloom's taxonomy, which will help students in their
academic learning and daily lives.

Richard Paul and other philosophers who have contributed to this issue have reminded us
that critical thinking is a process of thinking to a standard. It is not enough to simply engage in
the process of critical thinking; it needs to be done appropriately in order to control the
development of our beliefs and impact our behavior or action. Critical thinking is a concept in
the concept of rationality that people use to comprehend the rationality of a situation or to
convince one's belief in a situation (Stanovich & Stanovich, 2010). According to them, a critical
thinker is someone who "has a proclivity for disregarding suboptimal responses from the
autonomous mind" (2010: 227) 9.

According to Kuhn (2019), critical thinking takes an advantage to be more logically in

terms of responding to arguments than an individual ability. The empirical scientific technique of
critical thinking is conceptualizing, interpreting, and correctly and enthusiastically evaluating
knowledge derived from or generated through experience, as a mentor’s idea, statement or
interpretation for behavior and reliance 10. When it comes to school and college education, the
students are required to have a strong critical thinking skills to be able to critically analyze the
data effectively, it is the highest peak of experience and knowledge especially the skills in
critical thinking are problem-solving, communication skills, and information skills. It is simply
methodically and purposefully analyzing facts to help you decide best and generally comprehend
things (Singh, 2022) 11.

Process Questions aims to receives the question from the user, a question that can
improve the critical thinking skills of the students, and it analyzes and classifies the questions.
The main goal is to find the type of questions that is used. To avoid ambiguity in the response,
this is required (Malik et al., 2013) 12. There are two primary steps in the question processing
process. The first step is to examine how the user's query is structured. The second step is to
change the question into a formula that is meaningful and appropriate for the field of quality
assurance (Hamed and Ab Aziz, 2016). The kind of response anticipated can also be used to
characterize a question. Process questions, also referred to as diverging inquiries, urge for the
respondent to consider the circumstances carefully before responding. These questions can be
used to find out the thoughts of the respondents. This method of asking is frequently used by

12
 13
journalists and interviewers to discover more about a subject's experiences and beliefs .
Question Answering had been widely spread in this generation in different platforms for
answering questions asked by humans in the basic form of language using the collection of data (
Chali et al.,, 2011, Dwivedi and Singh, 2013, Ansari et al., 2016 Lende and Raghuwanshi, 2016).
In the academic research, question answering has emerged worldwide (Vorhees and Tice, 2000,
Wang et al., 2000) 14.

Another background about process questions is when an interviewer poses a hypothetical

circumstance to you, they are asking you a process question. They may discuss a specific issue
they have faced in the past and request your advice or strategies. Alternately, this issue can be
something they have never encountered but anticipate in the future. Instead of asking you to
solve a problem, they can ask you to suggest a plan of action to reach a specific objective
(Coburn, 2020) 15.

There is a method called the Socratic method, which was developed by Socrates. Socratic
questioning is used to enhance the knowledge of the students and apply it to their academic
learning. The pedagogy of Socratic questions is an open-ended question, meaning it’s not just
answerable by yes or no; thus, it needs an explanation from the student with their own opinion
about the topic so the idea will be more elaborated 16. This questioning technique emphasizes the
level of critical thinking; there is no single right answer. The importance of the Socratic Method
is that students need to learn through the use of critical thinking, reasoning, and logic.

The reason why the method is called Socratic method it’s because its name derives from
the conversational technique of ancient Greek philosopher Socrates, which is described in his
student Plato’s dialogues, which were published between 399 and 347 BCE. As the son of a
midwife, Socrates compares his approach to midwifery 17.

13
 According to Mogato (2020), one of the important skills is being highlighted in education
is the critical thinking skills of the students 18. Students who are being able to read and write is
not limited, students need to display their comprehension on receiving information, proficiency
in the subject, and critical thinking skills to show their full academic progress. It is essential to
improve students' reading levels and give them the skills necessary for objectively analyzing and
analyzing material. To maintain the integrity of academic research, educational institutions must
help students develop the skills to evaluate the reliability of sources and edit their writing before
submission. The collective critical thinking abilities of Filipino students can be developed and
improved by utilizing digital solutions 19.

In Philippine Education, education plays an important role enhance the critical thinking
skills of the students. Most of the children in our generation has a lot of questions coming into
their mind. So, while they’re still young children need to be teach to think critically when they
begin to ask questions. It will be a great impact to the academic learning of the children when
they grow up because the critical thinking skills, they adopted helps them develop more 20.

Synthesis State of the Art

Critical thinking is a skill that helps students assess, evaluate, and develop their thinking.
It is an ability that helps people's minds when it comes to problem-solving and decision-making.
Process questions are a type of questioning technique that enables the student’s capability to
think logically and think of the best possible answer.

According to Scriven and Paul and Kuhn, critical thinking is the process of actively
and skillfully conceiving, applying, analyzing, synthesizing, and/or evaluating knowledge gained
from observation, experience, reflection, reasoning, or communication as a guide to belief and
action.

Stella Cottrell and Mogato stated that by writing and reading books, students can hone
their comprehension and critical thinking.

14
 NOTES

1
What is critical thinking? (2023). Retrieved March 6, 2023, from
https://louisville.edu/ideastoaction/about/criticalthinking/what
2
Butler, H. A. (2017). Assessing critical thinking in our students. In R. Wegerif, L. Li & J. C.
Kaufman (Eds.), The Routledge International Handbook of Research on Teaching
Thinking (pp. 305-314). London and New York: Routledge.
3
Cottrell, S. (2017, March 14). Critical thinking skills. Retrieved March 6, 2023, from
https://www.bloomsbury.com/uk/critical-thinking-skills-9781137550507/
4
Moon, J. A. (2007, September 6). Critical thinking: An Exploration of Theory and Practice.
Retrieved March 6, 2023, from https://www.routledge.com/Critical-Thinking-An-
Exploration-of-Theory-and-Practice/Moon/p/book/9780415411790
5
Facione, P. (n.d.). Facione's American Philosophical Association statement of expert consensus
on Critical Thinking - qepcafe. Retrieved March 7, 2023, from
https://sites.google.com/site/qepcafe/modules/overview/facione
6
Ennis, R. H. (2011, May). The nature of Critical Thinking 51711 - college of education.
Retrieved March 6, 2023, from https://education.illinois.edu/docs/default-source/faculty-
documents/robert-ennis/thenatureofcriticalthinking_51711_000.pdf
7
Research guides: Critical thinking and information literacy: Bloom's taxonomy. (2022, January
11). Retrieved March 7, 2023, from https://bcc-cuny.libguides.com/c.php?
g=824903&p=5897590#:~:text=Bloom's%20taxonomy%20takes%20students
%20through,the%20part%20of%20the%20student
8
Kelly, Melissa. (2021, February 11). Bloom's Taxonomy in the Classroom. Retrieved from
https://www.thoughtco.com/blooms-taxonomy-in-the-classroom-8450
9
Kuhn, Deanna, 1991, The Skills of Argument, New York: Cambridge University Press.
doi:10.1017/cbo978051157135

10
Hitchcock, D. (2022, October 12). Critical thinking. Retrieved March 7, 2023, from
https://plato.stanford.edu/entries/critical-thinking/
11
Singh, A. (2022, December 26). The Asian School. Retrieved March 7, 2023, from
https://www.theasianschool.net/blog/develop-critical-thinking-skills-in-students/
12
Malik, N., Sharan, A., & Biswas, P. (2013). Domain knowledge enriched framework for
restricted domain question answering system. 2013 IEEE International Conference on
Computational Intelligence and Computing Research, 1-7.

15
13
Kh. Hamed, S., & Ab Aziz, M. (2018, August 12). A literature review on question answering
techniques, paradigms and systems. Retrieved March 8, 2023, from
https://www.sciencedirect.com/science/article/pii/S131915781830082Xn
14
Soares, M. C., & Parreiras, F. S. (2018, August 12). A literature review on question answering
techniques, paradigms and systems. Journal of King Saud University – Computer and
Information Sciences, 32(6), 635-646
15
Coburn, R. (2020, March 07). How to answer process questions. Retrieved March 8, 2023,
from https://workinproduction.com/2020/04/30/how-to-answer-process-questions/
16
Copeland, M. (2005). Socratic Circles: Fostering Critical and Creative Thinking in Middle and
High School. Retrieved March 8, 2023, from
https://www.semanticscholar.org/paper/Socratic-Circles%3A-Fostering-Critical-and-
Creative-Copeland/2a3f94095d5c169b94c6663d36e8d59af7b38f32
17
Maden, J. (2021, July). Socratic method: What is it and how can you use it? Retrieved March 9,
2023, from https://philosophybreak.com/articles/socratic-method-what-is-it-how-can-you-
use-it/
18
Mogato, A. (2020, February 03). How to develop students' critical thinking skills. Retrieved
March 8, 2023, from https://www.theeducatoronline.com/k12/news/how-to-develop-
students-critical-thinking-skills/269821
19
Brazel, J. (2020, November 14). Improving students' critical thinking skills. Retrieved March 8,
2023, from https://opinion.inquirer.net/135282/improving-students-critical-thinking-skills
20
Marquez, L. P. (2017, October 2). Critical thinking in Philippine education: What we have
and ... - JCEPS. Retrieved March 14, 2023, from
http://www.jceps.com/wp-content/uploads/2017/10/15-2-10.pdf

CHAPTER III

16
 RESEARCH METHODOLOGY

Research Design

The researchers chose descriptive as a research design for this study. The descriptive
design employed to determine what is the effect of process question to the critical thinking of the
senior high school students. Through this, the researchers will obtain information that answers
the querier in the problem being posed.

Research Instrument

A. Survey Questionnaire

In the preparation of the questionnaire, researchers constructed different possible

question specifically on the effect of process question to the critical thinking of senior high
school. The questionnaire was submitted to the researcher’s adviser for suggestion and critique.

Admission and Retrieval of Questionnaire

GRADE -11 Percentage

Returnable – 8
GAS 25%
Non-returnable – 0

Returnable – 8
HUMSS 25%
Non-returnable – 0

Returnable – 8

17
 25%
ABM Non-returnable – 0

Returnable – 8
STEM 25%
Non-returnable – 0

Total Returnable – 32 100%

GRADE - 12 Percentage

Returnable – 0
GAS 25%
Non-returnable – 8

Returnable – 8

HUMSS 25%
Non-returnable – 0

Returnable – 0

ABM 25%
Non-returnable – 8

Returnable – 8
25%
STEM
Non-returnable – 0

Returnable - 16 50%

18
 Total
Non-returnable - 16 50%

Respondents

The respondents of the study are the Grade 11 and Grade 12 Senior High School students
of Rosary School Inc., Baao, Camarines Sur for the S/Y 2022-2023, which consists of 64
students. The total numbers of respondents were selected through purposive sampling.

Sampling Design

The researcher utilized the purposive as the sampling design. The purposive design is
used in selecting respondents based on own judgement of the researcher and if they reach a
certain standard.

Data Gathering Procedure

The data was gathered by the researcher using a survey questionnaire that focuses on how
process question affect senior high school students critical thinking. After the test was completed
by the respondents, the instrument was checked, examined, and interpreted.

Research Locale

This study was conducted at Rosary School, Incorporated located at 19 J. Arroyo Street,
Del Rosario, Baao, Camarines Sur. It was founded by Mrs. Ma. Eusebia Gaite-Quiñones. This
school is a private educational institution offering K-12 curriculum with basic education
programs for its learners. It provides good quality facilities, furniture, supply of materials, and
equipment that will meet the needs and safety of its employees and students. Rosary School Inc.
also hones the talents and skills that students have, whether in dancing, singing, or oral
communication so that they can be competitive and enhance their intelligence inside or outside
the school.

19
Statistical Treatment of Data

The researchers used several tools to collect the data gathered. The responses of the
respondents will be tabulated and analyzed by the researcher using statistical measures. The
following statistical tools will be used:

Mean. The mean (average) of a data is set found by adding all the numbers that has been
collected from the respondents and then dividing the number by the total number of scores.

The formula is: x=

∑x
n

Where: x = mean

∑ = summation symbol

x = individual scores

n = total number of scores

Mode. This was used to determine the effects of process question to the critical thinking
of the respondents. By taking the most frequently answers appearing in the data set.

Scale. This was used to determine the over-all mean.

Interpretation of the Mean

Scale Interval Verbal Description

5 5 – 5.99 Outstanding
4 4 – 4.99 Very Satisfactory
3 3 – 3.99 Satisfactory
2 2 – 2.99 Fairly Satisfactory
1 1 – 1.99 Poorly Satisfactory

CHAPTER IV
RESULTS AND DISCUSSION

20
 This study aims to determine the level of critical thinking of the students. Also , this
chapter mainly focuses on the presentation of tables, data analysis, interpretation and discussion
of the data that were taken from the gathered data.

Level of Critical Thinking of the Respondents

Table 1

Grade-11 GAS HUMSS ABM STEM

4 2 4 3
4 3 4 3
3 1 1 4
Scores 4 2 4 3
3 3 3 4
3 3 3 4
3 3 3 3
3 3 4 4
Mean 3.375 2.5 3.25 3.5
Interpretation Satisfactory Fairly
Satisfactory Satisfactory
Satisfactory

Table 2

Grade-12 GAS HUMSS ABM STEM

3 3 3 2
4 2 3 2
2 3 3 3
Scores 1 3 3 3
2 4 4 4
2 3 3 5
2 4 2 5
5 2 5 4
Mean 2.625 3.00 3.25 3.5
Interpretation Fairly Satisfactory Satisfactory Satisfactory
Satisfactory

Legend:
Outstanding 5 – 5.99

21
Very Satisfactory 4 – 5.99
Satisfactory 3 – 3.99
Fairly Satisfactory 2 – 2.99
Poorly Satisfactory 1 – 1.99

The table above shows the mean results of the Grade-11 and Grade-12 survey
questionnaires which includes 5 questions. The Grade-11 GAS strand has a mean of 3.375 which
is interpreted as satisfactory; The HUMSS strand has a mean of 2.5 which is interpreted as fairly
satisfactory; The ABM strand has a mean of 3.25 which is interpreted as satisfactory; and the
STEM strand has a mean of 3.5 which is interpreted as satisfactory.

The second table shows the mean results of Grade 12 survey questionnaires. The Grade-
12 GAS strand has a mean of 2.625 which is interpreted as fairly satisfactory; the HUMSS strand
has a mean of 3.00 which is interpreted as satisfactory; the ABM strand has a mean of 3.25
which is interpreted as satisfactory; and the STEM strand has a mean of 3.5 which is interpreted
as satisfactory. The over-all mean has 3.125 which is interpreted as satisfactory.

This implies that the majority of the student-respondents level of critical thinking is
satisfactory. The result of the survey questionnaire shows that their understanding is still
deficient and needs to be developed and improved. According to the study of Kurfiss 1, educators
must create the educational environment to foster the capacity and disposition to think critically,
and if this skill is properly enhanced, it will lead a student through the process of analysis,
evaluation, and synthesis in solving a mathematical problem.

The Effects of Process Questions to the Critical Thinking of the Respondents

22
 Table 3

Frequency
It enables my critical thinking 35
It stimulates my critical thinking 28
It does not have an effect 1

The table above shows how process question affect their critical thinking and how many
students’ answers, it enables their critical thinking, it stimulates their critical thinking, or it does
not have an effect. The number of students who answered it enables their critical thinking is 35,
the number of students who answered it stimulates their critical thinking is 28, and the number of
students who answered it does not have an effect is 1. The highest frequency will be the mode
which is 35, Therefore the effects of process question to the critical thinking of senior high
school students is that it enables their critical thinking.

NOTES

23
1
Kurfiss, Joanne Gainen Critical Thinking: Theory, Research, Practice, and Possibilities. ASHE-ERIC
Higher Education Report No. 2, 1988. Association for the Study of Higher Education.; ERIC
Clearinghouse on Higher Education, Washington, D.C. Office of Educational Research and
Improvement (ED). https://eric.ed.gov/?id=ED304041

CHAPTER V

24
 SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary

This chapter summarizes the research process, the findings, conclusions, and
recommendations derived from analysis and interpretation of the data.

The focus of the study was to determine the effects of process questions to the critical
thinking of senior high school students at rosary school incorporated school year 2022/2023. The
following specific question were answered in the study: (1. What is the level of critical thinking
of senior high school of rosary school incorporated?) and (2. How does process questions affect
the critical thinking of the students?)

This study is anchored on the following assumptions: The level of critical thinking of the
students may vary and the effect of process questions to the critical thinking may vary.

On the findings of the study, it would be beneficial to the students, teacher, school, and
future researcher. It was delimited to grade level and school which is grade 11 and 12 at Rosary
School, Incorporated.

This study employed descriptive research to complete information on the problems being
tested. In the preparations of the questionnaires, the researchers browse in the internet and other
related materials. The researchers considered the different possible questions specifically on the
critical thinking using process questions. The draft questionnaire was submitted to the
researcher’s adviser for critiquing. Suggestion given for its improvement were reflected and after
its approval, copies were made.

Findings

1. The result of the survey questionnaire has an over-all mean of 3.125 which is interpreted
as satisfactory.
2. Process questions enables the critical thinking of the students.
3. The output contains information about the effect of process questions to the critical
thinking of the respondents.

25
Conclusion

Based on the summary of findings mentioned above, the following conclusions were
taken.

1. The level of critical thinking of the selected senior high school students is satisfactory.
2. It helps enables the critical thinking of the respondents.
3. The output contains information that may help students’ critical thinking.

Recommendations

From the conclusions, the following recommendations are hereby made:

1. Teachers should enrich the critical thinking skills of those students who are really good
and improve low scores in critical thinking.
2. Teachers should incorporate questions that will enables the critical thinking of the
students like process questions.
3. The output will be distributed to the teachers. Teachers can utilize this output to help the
critical thinking of the students.

BIBLIOGRAPHY

Books

26
Butler, H. A. (2017). Assessing critical thinking in our students. In R. Wegerif, L. Li & J. C.
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Copeland, M. (2005). Socratic Circles: Fostering Critical and Creative Thinking in Middle and
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Creative-Copeland/2a3f94095d5c169b94c6663d36e8d59af7b38f32

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%20(intrapsychological)

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Ennis, R. H. (2011, May). The nature of Critical Thinking 51711 - college of education.
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documents/robert-ennis/thenatureofcriticalthinking_51711_000.pdf

Facione, P. (n.d.). Facione's American Philosophical Association statement of expert consensus

on Critical Thinking - qepcafe. Retrieved March 7, 2023, from
https://sites.google.com/site/qepcafe/modules/overview/facione

Hitchcock, D. (2018, July 21). Critical thinking. Retrieved March 8, 2023, from
https://plato.stanford.edu/archives/fall2018/entries/critical-thinking/

Kelly, Melissa. (2021, February 11). Bloom's Taxonomy in the Classroom. Retrieved from
https://www.thoughtco.com/blooms-taxonomy-in-the-classroom-8450

Kh. Hamed, S., & Ab Aziz, M. (2018, August 12). A literature review on question answering
techniques, paradigms and systems. Retrieved March 8, 2023, from
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Kuhn, Deanna, 1991, The Skills of Argument, New York: Cambridge University Press.
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Educational Research and Improvement (ED). https://eric.ed.gov/?id=ED304041

Maden, J. (2021, July). Socratic method: What is it and how can you use it? Retrieved March 9,
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use-it/

Marquez, L. P. (2017, October 2). Critical thinking in Philippine education: What we have and ...
- JCEPS. Retrieved March 14, 2023, from
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March 8, 2023, from https://www.theeducatoronline.com/k12/news/how-to-develop-
students-critical-thinking-skills/269821

Moon, J. A. (2007, September 6). Critical thinking: An Exploration of Theory and Practice.
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28
Rosnov, D., & Roberts, M. (2015). Retrieved from
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Singh, A. (2022, December 26). The Asian School. Retrieved March 7, 2023, from
https://www.theasianschool.net/blog/develop-critical-thinking-skills-in-students/

Woollett, K. (2023, March 14). 5 reasons why critical thinking is the most important skill for
students. Retrieved March 8, 2023, from https://www.digitaltheatreplus.com/blog/5-
reasons-why-critical-thinking-is-the-most-important-skill-for-students?hs_amp=true

What is critical thinking? (2022, November 03). Retrieved March 8, 2023, from
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thinking#:~:text=Critical%20thinking%20is%20a%20kind,able%20to%20judge%20or
%20discern%E2%80%9D.

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g=824903&p=5897590#:~:text=Bloom's%20taxonomy%20takes%20students
%20through,the%20part%20of%20the%20student

29
APPENDICES

30
 Appendix A

Permit to Conduct the Study

March 30, 2023

MARIA EUSEBIA GAITE-QUIÑONES

School President
Rosary School, Inc.
Del Rosario, Baao, Camarines Sur

Dear Madam:

Good day!
We, the researchers, from Grade 11 STEM and ABM of Rosary School Inc. are conducting
research entitled “Process Questions Technique: Its Effect to the Critical Thinking of the
Selected Senior High School Students in Rosary School Inc.” The objectives of our study is to
improve the critical thinking of the students by using the process questions technique.

In this regard, we would like to ask for your consent to conduct a survey to be the senior high
school students our respondents for this study by answering the survey questionnaire. We will
assure that all the information given by the students will be treated with outmost confidentiality
and will be used for academic purposes only.

Thank you in advance for your response and consideration.

Sincerely,

Chris Arthur F. Bino

Research Leader

31
 Noted by:

LIEZEL P. ESTANISLAO
Research Instructor

Approved by:

MARIA EUSEBIA GAITE-QUIÑONES

School President
Rosary School, Inc.

32
 Appendix B

Letter to the Respondents and Survey Questionnaire

LETTER TO THE RESPONDENTS

Dear Respondents,

Good day! We, the researchers, from Grade 11 STEM and ABM of Rosary School Inc.
are conducting a study entitled “Process Questions Technique: Its Effect to the Critical
Thinking of the Selected Senior High School Students in Rosary School Inc.”

In this connection, we would like to request you to be one of our respondents in our study
and we would like to ask for your full cooperation by answering the survey questionnaire
honestly and completely. All the information that will be gathered will be kept confidential and
will be used for academic purposes only.

Sincerely,
The Researchers

33
 Survey Questionnaire

Name (Optional): ________________________________ Grade & Strand: _____________

Sex: ______ Age: ____

Instructions: Read and analyze each statement, encircle the letter below the statement in each
number. Identify if the answer in each statement is weak or strong.
1. What is the importance of having a strategy in improving critical thinking?
Answer: It is important for us to be able to think better all the time.

a. Weak answer
b. Strong answer

2. What is the importance of attentively listening to your teachers?

Answer: It will make the teachers give us higher grades if we listen to them.

a. Weak answer
b. Strong answer

3. Why does analyzing questions helps to think critically?

Answer: It helps the students to have a better understanding to the question being asked.

a. Weak answer
b. Strong answer

4. How can questioning improves critical thinking?

Answer: Through questioning, it can stimulate stock knowledge, develop comprehension,
and foster critical thinking of the students.

a. Weak answer
b. Strong answer

5. Why thinking critically is important to the students?

Answer: It helps the students to have a wider understanding by viewing the perspective of
one side.

a. Weak answer
b. Strong answer

34
Choose and check the box. How do these process questions affect your critical thinking? If you think the
effect is not in the option, choose the third option which is it does not have an effect.

It enables my critical thinking

It stimulates my critical thinking
It does not have an effect

35
CURRUCULUM VITAE

36
BINO, CHRIS ARTHUR B.

Age 17
Gender Male
Date of Birth December 20, 2005
Civil Status Single
Citizenship Filipino
Religion Iglesia ni Cristo
Name of Parents Ruth F. Bino
Gerardo B. Bino

EDUCATIONAL BACKGROUND

Elementary Level Rosary School, Inc.

Address Del Rosario, Baao, Camarines Sur
Junior High School Rosary School, Inc.
Address Del Rosario, Baao, Camarines Sur
Senior High School Rosary School, Inc.
Address Del Rosario, Baao, Camarines Sur

37
BORAZON, PATRICIA DANIELLE B.

Age 17
Gender Female
Date of Birth September 16, 2005
Civil Status Single
Citizenship Filipino
Religion Born Again
Name of Parents Francia B. Borazon
Eugenio E. Borazon

EDUCATIONAL BACKGROUND

Senior High School Rosary School, Inc.

Address Del Rosario, Baao, Camarines Sur
Junior High School Baao National High School
Address Sta. Cruz, Baao, Camarines Sur
Elementary Level Baao West Central School
Address San Ramon, Baao, Camarines Sur

38
FRANCIA, MICHAELA B.

Age 16
Gender Female
Date of Birth June 18, 2006
Civil Status Single
Citizenship Filipino
Religion Roman Catholic
Name of Parents Leizle B. Francia
Cristopher S. Francia

EDUCATIONAL BACKGROUND

Senior High School Rosary School, Inc.

Address Del Rosario, Baao, Camarines Sur
Junior High School Agdangan National High School
Address Agdangan, Baao, Camarines Sur
Elementary Level Agdangan Elementary School
Address Agdangan, Baao, Camarines Sur

39
NACARIO, CHRISTIAN JOSEPH B.

Age 16
Gender Male
Date of Birth January 7, 2007
Civil Status Single
Citizenship Filipino
Religion Roman Catholic
Name of Parents Previe B. Nacario
Joseph M. Nacario

EDUCATIONAL BACKGROUND

Senior High School Rosary School, Inc.

Address Del Rosario, Baao, Camarines Sur
Junior High School Maximo T. Hernandez Memorial Integrated
High School
Agdangan National High School
Address Malainin Ibaan Batangas
Agdangan, Baao, Camarines Sur
Elementary Level Marfeben Academy
Malainin Elementary School
Address Ibaan Batangas
Malainin Ibaan, Batangas

40
QUIAL, JENNIE ROSE B.

Age 17
Gender Female
Date of Birth February 25, 2006
Civil Status Single
Citizenship Filipino
Religion Roman Catholic
Name of Parents Jennifer B. Quial
Jaime B. Quial

EDUCATIONAL BACKGROUND

Senior High School Rosary School, Inc.

Address Del Rosario, Baao, Camarines Sur
Junior High School Agdangan National High School
Address Agdangan, Baao, Camarines Sur
Elementary Level Agdangan Elementary School
Address Agdangan, Baao, Camarines Sur

41
SINFUEGO, FRANCEEN RONETH B.

Age 17
Gender Female
Date of Birth September 29, 2005
Civil Status Single
Citizenship Filipino
Religion Roman Catholic
Name of Parents Janeth B. Sinfuego
Roberto F. Sinfuego

EDUCATIONAL BACKGROUND

Senior High School Rosary School, Inc.

Address Del Rosario, Baao, Camarines Sur
Junior High School Rosary School, Inc.
Address Del Rosario, Baao, Camarines Sur
Elementary Level Rosary School, Inc.
Address Del Rosario, Baao, Camarines Sur

42