Influence of the Visual Questioning Cycle Strategy on Grade 8 Learners’ Critical Thinking Skills in Science

This study investigated the effectiveness of the Visual Questioning Cycle Strategy (VQCS) in enhancing the critical thinking skills of eighth-grade students. The research addressed the problem of developing higher-order thinking among middle school learners through structured inquiry methods. While previous literature has explored the value of inquiry-based strategies in promoting student engagement, limited studies have assessed the specific impact of VQCS on measurable critical thinking outcomes. A quasi-experimental, non-comparative design involved 19 students from a first block science class at Albemarle Road Middle School. The Cornell Critical Thinking Test – Level X was used to evaluate students’ critical thinking skills before and after the VQCS intervention. Demographic surveys and feedback instruments were used to assess perceptions and classroom effectiveness. The findings indicated a statistically significant improvement in students’ critical thinking performance. Multiple regression analysis revealed that language, race, and ethnicity were significantly related to critical thinking gains, whereas age and gender were not. Teacher and student feedback further supported the instructional value of VQCS, with high mean ratings indicating positive reception. The results suggest that VQCS is a promising pedagogical strategy for cultivating critical thinking and promoting inclusive learning environments. Its application across content areas may help bridge achievement gaps and foster deeper, more analytical learning among middle school students.