EFFECTS OF CLASS DEBATE ON CRITICAL THINKING SKILLS AMONG GRADE – 10

MAXWELL

A Research

Presented to the Faculty

of Junior High School of

Advance Institute of Technology, Inc.

Lapu-Lapu City

S.Y. 2018-2019

In Partial Fulfillment

of the Requirements for Basic Research

By:

Bapor, Ayezah C.

Ramos, Kaye Ashley R.

Donaire, Jessiel V.

Muyco, Joan Fatima G.

Tumulak, Charisse A.
 TABLE OF CONTENTS

Page

Title Page

Approval Sheet

Acknowledgement

Abstract

Table of Contents

List of Tables

Tables 1.1

Tables 1.2

List of Figures

Figure 1

Figure 2

Figure 3.1

Figure 3.2

Figure 4.1

Figure 4.2
Chapter

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Theoretical Background

Conceptual Framework

Review of Related Literature

THE PROBLEM

Statement of the problem

Hypothesis

Scope and Delimitation

Significance of the Study

RESEARCH METHODOLOGY

Research Design

Research Environment

Research Respondents

Research Instrument

Research Procedures
 Data Gathering

Treatment of Data

DEFINITION OF TERMS

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

SUMMARY FINDINGS, CON

 CHAPTER 1

THE PROBLEM AND SCOPE

INTRODUCTIONS

Rationale

Critical thinking is an important facet in our lives. We used this every day in our

lives to form perception that is critical. Through critical thinking one can form solutions to

problems. Critical thinking is essential for students for it can be taught or measure the limitation

of a students intelligence. Critical thinking also mean the analysis of facts that create and let one

individual produces their own opinion and judgment about the certain topic

Understanding critical thinking skills begins from observing the intellectual capacity of

a student. The outcome of this observation will be leading to form conclusions. Conclusions that

will determine the strenght of a student in critical thinking. In accordance with this, the student

will use his critical thinking skills by carefully understanding his learnings, and in situation that

applies the said skill. Critical thinking skill has various intellectual tools. And, this tools serves

to help students assess, analyze, and improve intellectual thinking.

Moreover, critical thinking is predominantly required in jobs such as Judge, Accountant,

Teacher, Doctor, and Business Analyst. This further implies the importance of proficiency in

thinking clearly and reasonably as a skill that employees must have in applying for a

job/occupation.

On the other hand, we are all born with critical thinking skills although this ability has

inhibitions. Our minds are mould in a way what was being taught on us. Therefore, not all areas

do we have the proper knowledge, we tend to follow what was already taught to us from our
early years and in return we do not often consider other ideas and views. In conclusion, critical

thinkers should not limit theirselves but consider learning and analyzing other ideas and views

that differentiates from their own.

Likewise, in intellectual arguments expressing a statement or through a series of

statement that validates how true an opinion is towards someone or something. In conclusion, the

critical thinking of students are being used. They thought critically of the grounds of their

statements before expressing it in an argument.

Theoretrical Background

Jackson (2009) emphasis that lecturers need to seek experiences for

students that will increased their critical and problem solving skills , as well as the

art of communication in teaching session . Harlpern (2003 , in Fridgsters et al..,

2006 , p.67 ) believes we need to consider “cognitive skills and strategies that

increase the likelihood of the desired outcome … thinking that is purposeful ,

reasoned , and goal-directed , the kind of thinking involve in solving problems ,

formulating inferences , calculating likelihood and making decision” . The used of

debates can enhance critical thinking skills such as “ … defining the problem ,

accessing the credibility of sources , identifying and challenging assumptions,

recognising inconsistencies and prioritizing the relevance and sallence of various

points with the overall argument ” ( Kennedy 2007 , p.184 ) . For Zare and othman

( 2013 ) the use of debates enables students to develop their knowledge of social

issues , consider multiply viewpoints and accept that , as individuals , there will be

differing perspectives on any topic area . Importantly, students need to engage in

research to develop their understanding of evidence that aligns with either the

for or the against perspectives in the debates .

 J ackson ( 2009 , p.151 ) states “ … topics are questions for debates are by

their nature without right or wrong answering ” . The use of debates provides an

opportunity for students to give alternative solutions to a specific debate topic ,

rather than seeking to find one correct solution ( Yang and Rusli , 2012 ) . Frijters

and Colleagues ( 2006 ) and J ackson ( 2009 ) believe that students use high-order

thinking when considering differing perspectives in this manner , with and

increased amount of divergent thinking . Furthermore , Oros ( 2007 ) and J ackson

( 2009 ) detail the skills students can develop in investigating debates outside of

the lecture , before they are brought to the session . They conclude that students

can actively engage in independent research and gather information from

differing perspectives , analysing this information by assessing it in relation to the

debate topic and preparing an effective argument to debate in session . The use

of debates therefore provides students with ownership of their role , including

the evidence they bring to the debate .

Furthermore , Munakata ( 2010 , in Yang and Rusli , 2012 ) found that

debates increased the students’ motivation and interest level in taught content .

These activities relate directly to enabling students to think critically , by

reasoning , evaluating , understanding , conceptualising and reflecting on

literature ( Chance 1986 , in Guiller , Durndell and Ross , 2008 ) . Kennedy ( 2009 )
found that students viewed the use of debates as an innovative and informative

way of teaching . In preparation students researched materials form different

sources which offered a wider perspectives on the taught content . In contrast ,

Oros ( 2007 ) found that students criticised the use of debates on the basis that

they divert attention away from taught session and on recommended reading for

the module . Additionally , the use of debates in assessing the module was

challenged and the format of the debate , specially its group dynamics and the

debates timing were cause for concern . In Zare and Othman’s ( 2013 ) research

some students reported that they did not get the chance to apply their critical

skills and felt that they had not gained a deep and meaningful understanding of

the debates topic .

Conceptual Framework
Review of related literature
The Problem

Statement of the Problem

This study determines the Effect of Class debates on critical thinking among the Grade 10
Maxwell students .