Enhancing Grade 12 STEM Students’ Critical Thinking Through Guided Case Study

Abstract

Abstract The research study focused on the study of Enhancing Grade 12 STEM students’ critical thinking through Guided Case Study. The researcher believed that the results of this action research can be based on in-depth use of case studies or desk-based literature reviews in the teaching- learning process. It was revealed that the level of critical thinking of the grade 12 students of Science Technology Engineering Mathematics strand is satisfactory. Students always analyze facts and claim evidences in any situation they face. They have the ability to analyze facts and form a judgement. Furthermore, students often think clearly and rationally when the situation demands it and allows them to moderately perform problem-solving and decision making effectively. Based on the result of the study, with the used of critical teaching approach, it helped then students deepen their understanding in solving situational problems. they focused on facts and on the scientific evaluation of the information at hand. The level of performance of students has no significant relation with their critical thinking but there is a negligible relationship between the post-test scores and critical thinking skills of 12 STEM students. The level of critical thinking skills of the grade 12 students of Science Technology Engineering and Mathematics strand of Gaddani National High School before the use of the strategy is poor. With the use of the critical thinking strategy employed during the teaching-learning process helped in the increase of their level of performance after the post-test. It is concluded that the use of critical thinking approach in the teaching-learning process was effective in the transfer of learning. The level of critical skills strategy is an effective tool in the transfer of learning. Keywords: Critical thinking, Learning, Performance, STEM, Intervention

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