Developing Critical
Thinking Skills in
Grade 10 Students
through Developmental
Problem-solving
Process (DPSP): An
Action Research
RAZEL SUAREZ, LPT
Michael Scriven and Richard Paul (2003) defines critical thinking
comprehensively as “intellectually disciplined process of actively
and skillfully conceptualizing, applying, analyzing, synthesizing,
and/or evaluating information gathered from, or generated by,
observation, experience, reflection, reasoning, or communication,
as a guide to belief and action”.
• low critical thinking skills in solving problems
• answer in lower order thinking skills and oftentimes
• sort to copy paste everything from the internet without even
evaluating the truthfulness and relevance of information.
As an English teacher, I concur to use the Developmental Problem-solving
process in assessing and enhancing students critical thinking skills. This opts
to diagnose students’ level of critical thinking skills and give learning
opportunities appropriately.
I I . I N N O VAT I O N ,
INTERVENTION
A N D S T R AT E G Y
Developmental problem-solving process from the
grounded research devised by Cindy L. Lynch and
Susan K. Wolcott (2001)
Fischer’s dynamic King and
skill theory Kitchener’s (1994)
(Fischer, 1980; reflective judgment
Fischer & Bidell, model of cognitive
development
1998)
Kitchener and Fischer (1990) discussed how the reflective
judgment model relates conceptually to dynamic skill
theory. This means that earlier steps in the process
provide necessary support for performance in later, more
complex steps. When performance in one step of the
process is poor, performance in subsequent steps is also
likely to be poor.
H. Integrate skills into on-going process for generating and using information to monitor
strategies and make reasonable modifications
G. Acknowledge and explain limitations of endorsed solution
Step 4: Integrate, Monitor, and Refine Strategies for Re-addressing the Problem.
(highest cognitive complexity)
F. Communicate appropriately for a given audience and setting
E. After thorough analysis, develop and use reasonable guidelines for prioritizing factors to
consider and choosing among solution options
Step 3: Prioritize Alternatives and Communicate Conclusions (high cognitive complexity)
D. Organize information in meaningful ways that encompass problem complexities
C. Interpret information:
(1) Recognize and control for own biases
(2) Articulate assumptions and reasoning associated with alternative points of view
(3) Qualitatively interpret evidence from a variety of points of view
Step 2: Explore Interpretations and Connections (moderate cognitive complexity)
B. Identify relevant information and uncertainties embedded in the information
A. Identify problem and acknowledge reasons for enduring uncertainty and absence of single “correct” solution
Step 1: Identify the Problem, Relevant Information, and Uncertainties (low cognitive complexity)
Repeat or paraphrase information from textbooks, notes, etc. • Reason to single “correct” solution, perform
computations, etc. Foundation: Knowledge and Skills (lowest cognitive complexity)
• Specifically, they will be assessed before and after the intervention using
the criteria in Figure 2 which is based on the Developmental Problem-
Solving Process (DPSP) of Lynch [Link]. (2001).
III. ACTION RESEARCH QUESTIONS
This study aims to determine and enhance critical thinking skills among
of Grade 11 students. Specifically, it seeks to answer the following
questions:
1. What is the level of students’ critical thinking skills of Grade 10
students?
2. What is the level of students’ critical thinking skills of Grade 10
students when the Developmental Problem-solving Process (DPSP) is
applied?
3. What is the level of effectiveness of Developmental Problem-solving
Process (DPSP) to enhance students’ critical thinking skills?
4. Is there a significant difference between the level of critical thinking
skills before and after the application of Developmental Problem-solving
Process (DPSP)?
RESULTS AND DISCUSSION
1. What is the level of students’ critical thinking skills of Grade 10
students?
Critical Diagnostic Level of Critical Thinking
Thinking Skill Test Skills
Percent
Pattern
Frequency
4 0 0% Excellent
3 2 5% Very Good
2 10 20% Average
1 12 24% Good
0 25 51% Poor
Total 49 100%
1. What is the level of students’ critical thinking skills of Grade 10
students?
• As guided by the rubrics of developmental
problem solving process, POOR level critical thinking
skills means that students proceed as if the goal is to
find the single, “correct” answer and shows common
weakness as described in table 1 rubrics for DPSP.
1. What is the level of students’ critical thinking skills of Grade 10
students?
• In a similar study conducted by Chumdari et.
al (2021) “Critical Thinking Skills and their
Impact on Elementary School Students”, it is
concluded that elementary school students’
critical thinking skills were still very low and
caused by both students and teacher factors.
1. What is the level of students’ critical thinking skills of Grade 10
students?
• Channel, [Link] (2014) studied that students
considered low achieving are deficient in
critical thinking skills. This hinders them to
identify, clarify, judge, and analyze information
which are considered as an essential
commodity for students to be involved in an
ever expanding global economy.
1. What is the level of students’ critical thinking skills of Grade 10
students?
• Many teachers continually struggle to
engage students in critical thinking activities
(Tempelaar, 2006), and students seldom
use critical thinking skills to solve complex,
real-world problems (Bartlett, 2002; Rippin,
Booth,Bowie, & Jordan, 2002).
1. What is the level of students’ critical thinking skills of Grade 10
students?
• It has also been found that 85% of
teachers entail a belief that today's
students have limited critical thinking
abilities, mostly at the time of entry to
university (Jimenez et al., 2021).
1. What is the level of students’ critical thinking skills of Grade 10
students?
• This development is coupled with the fact
that, the world of present is facing rapid
transformation in technology and
scientific knowledge (Kraus et al., 2021).
1. What is the level of students’ critical thinking skills of Grade 10
students?
•This in turn affects their
communication skills and leads to
difficulties in responding to social
phenomena that take place in
society (Castellano et al., 2017).
2. What is the level of students’ critical thinking skills of Grade 10 students
when the Developmental Problem-solving Strategy (DPSS) is applied?
Critical Diagnostic Level of Critical
Thinking Test Thinking Skills
Percent
Skill
Frequency
Pattern
4 5 10 Excellent
3 10 20 Very Good
2 9 18 Average
1 18 37 Good
0 7 14 Poor
2. What is the level of students’ critical thinking skills of Grade 10 students
when the Developmental Problem-solving Strategy (DPSS) is applied?
As guided by the rubrics of developmental problem-
solving process, level 2 of critical thinking skills
patterns which means that students’ overall problem
approach is to proceed as if the goal is to stack up
evidence and information to support conclusion and
show common weakness as described in the table 1.
2. What is the level of students’ critical thinking skills of Grade 10 students
when the Developmental Problem-solving Strategy (DPSS) is applied?
Teachers’ instructional methods plays a vital role in
developing students’ critical thinking skills (Snyder, 2019).
First, Clement (1979) stated that “we should be teaching
students how to think. Instead, we are teaching them
what to think” (p. 1). Second, Norman (1981) noted that “it
is strange that we expect students to learn, yet seldom
teach them anything about learning” (p. 1). Although
content is important, the process of how students learn the
3. What is the level of effectiveness of Developmental Problem-
solving Process (DPSP) to enhance students’ critical thinking skills?
Paired Samples T-Test
SE
Measur Measur Cohen'
t df p Cohen's
e1 e2 sd
d
9. < .
Post Pre 4
- 97 00 1.426 0.112
Test Test 8
9 1
Note. Student's t-test.
3. What is the level of effectiveness of Developmental Problem-
solving Process (DPSP) to enhance students’ critical thinking skills?
Snyder, L & Snyder, M (2019) concluded in their research
that students’ critical thinking skills can be enhanced by
using instructional strategies that actively engage
students in the learning process rather than relying on
lecture and rote memorization; focusing instruction on the
process of learning rather than solely on the content;
and, using assessment techniques that provide students
with an intellectual challenge rather than memory recall.
4. Is there a significant difference between the level of critical thinking skills
before and after the application of Developmental Problem-solving Strategy
(DPSS)?
Measure 1 Measure 2 t df p
Pre-Test - Post Test -9.979 48 < .001
Note. Student's t-test.
df=48
p<0.05
Table 5 presents the paired t-test for the significant difference
between the level of critical thinking skills before and after the
application of Developmental Problem-solving Process (DPSP). It is
deduced that there is a significant difference between level of critical
thinking skills when Pre-test (M=0.776; SD=0.919) and Post Test
(M=1.714; SD=1.225), since t (48) = -9.979, p<.001 with the p-value is
lower than the Alpha significance level of .05. Therefore, it is safe to
4. Is there a significant difference between the level of critical thinking skills
before and after the application of Developmental Problem-solving Strategy
(DPSS)?
This significant difference shows the positive impact of
using DPSP in enhancing students’ critical thinking
skills. Because critical thinking is a mental habit that
requires students to think about their thinking and about
improving the process, it requires students to use
higher-order thinking skills – not memorize data or
accept what they read or are told without critically
thinking about it (Scriven & Paul, 2008; Schafersman,
1991; Templeaar, 2006).
4. Is there a significant difference between the level of critical thinking skills
before and after the application of Developmental Problem-solving Strategy
(DPSS)?
Therefore, critical thinking is a product of
education, training, and practice.
Instructional strategies that employ students’
higher-order thinking skills lead to improved
critical thinking skills (Duplass & Ziedler, 2002;
Hemming, 2000; Wong, 2007
4. Is there a significant difference between the level of critical thinking skills
before and after the application of Developmental Problem-solving Strategy
(DPSS)?
-Additionally, assessments should emphasize thinking
rather than facts (Ennis, 1993).
-Graded assignments, quizzes, or tests should become
intellectual challenges rather than memory recall
(Schafersman, 1991).
-In a study investigating students’ learning (Nokes,
Dole, & Hacker, 2007), students who used heuristic
techniques to solve problems consistently scored
higher on content-based assessments than students
who learned by traditional textbook and lecture
methods.
4. Is there a significant difference between the level of critical thinking skills
before and after the application of Developmental Problem-solving Strategy
(DPSS)?
Heuristic teaching methods encourage students to
“learn, discover, understand, or solve problems on
[their] own, as by experimenting, evaluating
possible answers or solutions, or by trial and
error” ([Link], 2007, p.1).
4. Is there a significant difference between the level of critical thinking skills
before and after the application of Developmental Problem-solving Strategy
(DPSS)?
A similar study suggested that problem-based learning
activities promoted “critical thinking and problem-
solving skills; active participation in the learning
process including self-direction, identification of
own learning needs, teamwork, creative
discussion, and learning from peers; and the
integration and synthesis of a variety of
knowledge” (Gurses, Acikyildiz, Dogar, & Sozbilir,
2007, p. 1).
4. Is there a significant difference between the level of critical thinking skills
before and after the application of Developmental Problem-solving Strategy
(DPSS)?
Kumar and Natarajan (2007) also found problem-
based learning environments to increase students’
thinking skills and knowledge acquisition.
ACTION PLAN
Goal: To develop students’ critical thinking skills in Grade 10
students through Developmental Problem-Solving Process
Program Objective: To recommend actions to implement
Developmental Problem-Solving Process as an intervention to
develop critical thinking skills across all areas to other students
under Holy Cross Academy, Inc.
ACTION PLAN
Goal: To develop students’ critical thinking skills in Grade 10
students through Developmental Problem-Solving Process
Program Objective: To recommend actions to implement
Developmental Problem-Solving Process as an intervention to
develop critical thinking skills across all areas to other students
under Holy Cross Academy, Inc.
ACTION PLAN
Implementation Responsibilities Time line (By
Steps (What will be done) (who will do) when? / Day
/Month)
I. Submit result Researcher April 25, 2024
(Action research)
to the School Head
II. Show the out- Researcher May 3, 2024
come and
intervention to other
ACTION PLAN
III. Use the findings in Researcher August 2024
addressing the
problems on students’
low level critical
thinking skills
IV. Conduct an action Researcher September 2024
research similar
intervention to address