00000ctm a22000004a 4500 UP-99796217612441991 Buklod 20170419173254.0 t r |||| u| ta 050406s2004 xx r |||| u|eng d (iLib)UPD-00261915304 DCHE eng DMLUC LG 996 2004 N87 N84 Nuestro, Ma. Agnes P. A comparison of two instructional strategies to enhance critical thinking ability of high school freshmen Ma. Agnes P. Nuestro ; Cecilia A. Florencio , adviser . 2004. xi, 95 leaves Thesis (Ph.D. Nutrition)--University of the Philippines, Diliman. Using a quasi-experimental design, two instructional strategies were compared in terms of their effects on critical thinking ability related to vegetables of freshmen in Dasmariñas National High School (DNHS), Cavite. Direct instruction or didactic teaching is a teacher-centered strategy with teachers as major information providers. Critical thinking instruction, on the other hand, is a student-centered strategy that encourages students to develop the ability to reasonably reflectively go about deciding what to believe or do. The direct instruction techniques used were lecture, recitation and demonstration while the critical thinking instruction techniques used were concept mapping, action maze, debate, role playing and journal writing. The random method was used to select the school of two freshmen classes, and to assign a class to either strategy, and topics to specific instructional techniques in the two groups. The intervention consisted of seven one-hour sessions given during a period of one month by the same teacher. The topics for the sessions were drawn from the students' responses to a questionnaire on vegetable-related experiences. Based on the t-test using mean pretest and posttest scores in a Critical Thinking Ability Test on Vegetables, both instructional strategies were found to have significantly increased critical thinking ability, in general, and in each of the following four aspects: elementary classification, basic support, inference and advanced clarification. However, the direct instruction group had significantly higher gain scores in elementary classification and basic support while the critical thinking instruction group had significantly higher gain scores in inference and advanced clarification. The difference may not be all attributable to the instructional strategy since the two groups differed in terms of entry grade in high school and average pretest score in inference. They did not differ in terms of mental ability, nutritional status, vegetable-related experiences and initial critical thinking ability, in general, and in each of the three aspects: elementary clarification, basic suport and advanced clarification. Critical thinking Study and teaching (Secondary) Philippines Cavite. Vegetables Study and teaching (Secondary) Philippines Cavite. Instructional systems Philippines Cavite. Learning strategies Philippines Cavite. Dasmarinas National High School (Cavite). Florencio, Cecilia A. FI UP UPD DCHE LG 996 2004 N87 N84 Thesis