) ) ) ) ) ) ) ) )

) ) ) ) ) ) ) ) )

GOOD
AFTERNOON!
Presented by KRIZZLE JOY P.
LAPAYAN
 ) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )

Investigating the Effectiveness of the Socratic Method in

Promoting
Student Engagement and Critical Thinking in Online
Science Classes
During the COVID-19 Pandemic

Presented by KRIZZLE JOY P.

LAPAYAN
 ) ) ) ) ) ) ) ) ) SHORT BACKGROUND Intro
) ) ) ) ) ) ) ) )

The COVID-19 pandemic caused a major shift in education,

forcing institutions to transition from face-to-face learning to online
platforms. This sudden change posed challenges in maintaining
student engagement, fostering critical thinking, and ensuring
effective learning, particularly in science education (WHO, 2023).
To address these issues, educators explored various instructional
strategies, including the Socratic Method, a teaching approach that
encourages questioning, dialogue, and critical inquiry to deepen
understanding (Delić & Bećirović, 2016).
 ) ) ) ) ) ) ) ) ) SHORT BACKGROUND Intro
) ) ) ) ) ) ) ) )

While the Socratic Method has been widely recognized for

promoting critical thinking and engagement in traditional classroom
settings (Grondin, 2018; Sahamid, 2016), its effectiveness in
online science education remains largely unexplored (El Masri &
Al-Masri, 2019). Studies suggest that online learning environments
present unique challenges such as lack of motivation, technical
difficulties, and reduced student participation (Jensen, 2015;
Hlinak, 2014). This study investigates how the Socratic Method
influences student engagement and critical thinking in an online
Science, Technology, and Society (STS) course during the
pandemic, offering insights into its benefits, challenges, and
potential improvements in virtual learning environments (Pascual,
2023).
 ) ) ) ) ) ) ) ) ) RESEARCH GAP
) ) ) ) ) ) ) ) )

Despite the well-documented benefits of the Socratic Method in

fostering deep learning, its implementation in online settings—
particularly in science education during the COVID-19 pandemic—
remains largely unexplored. Prior research highlights that the
Socratic Method enhances critical thinking (Sahamid, 2016),
improves student participation (Suhardiana, 2019), and fosters
intellectual curiosity (El Masri & Al-Masri, 2019). However, these
studies primarily focus on face-to-face interactions, leaving a gap in
understanding how the method translates to virtual learning
environments.
 ) ) ) ) ) ) ) ) ) RESEARCH GAP
) ) ) ) ) ) ) ) )

While Acim (2018) and Hlinak (2014) have explored the Socratic Method’s
effectiveness in online humanities courses, few studies examine its role in
science education, where structured questioning may influence conceptual
understanding differently. Furthermore, the shift to online learning presents
unique challenges such as lack of motivation, technical difficulties, and the
absence of nonverbal cues (Jensen, 2015), which can impact students'
ability to fully engage in Socratic discussions. However, limited empirical
evidence exists on how these barriers affect the effectiveness of the Socratic
Method in online science discussions. Given these gaps, Pascual (2023)
investigates whether the Socratic Method can maintain student engagement
and foster critical thinking in virtual science classes despite the challenges
posed by remote learning.
 ) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )
statement of the problem
[Link] investigate the impact of Socratic discussions on
01 students' understanding of Genetically Modified Organisms
(GMOs) within the STS course.

[Link] explore the influence of the Socratic method on

students' critical thinking skills within the context of online
02 learning during the COVID-19 pandemic.

[Link] identify strategies to enhance the use of the Socratic

03 method in online discussions about GMOs during the COVID-
19 pandemic.
 ) ) ) ) ) ) ) ) ) Theoretical Framework
) ) ) ) ) ) ) ) )

The study is grounded in Socratic Learning Theory, which posits that

learning occurs through questioning, dialogue, and critical reflection.
The Socratic Method encourages students to think deeply, challenge
assumptions, and articulate their reasoning, aligning with constructivist
learning theories that emphasize active student engagement in
knowledge construction. The study also draws upon research that
supports the method’s effectiveness in fostering deeper comprehension
and student participation (e.g., El Masri & Al-Masri, 2019; Sahamid,
2016).
 ) ) ) ) ) ) ) ) ) Theoretical Framework
) ) ) ) ) ) ) ) )

The conceptual framework revolves around the relationship between

Socratic discussions (independent variable) and student engagement,
critical thinking, and comprehension of scientific concepts (dependent
variables). It considers mediating factors such as student motivation,
internet connectivity, and prior familiarity with the Socratic Method,
which can influence its effectiveness in an online setting​
 ) ) ) ) ) ) ) ) ) Methodology
) ) ) ) ) ) ) ) )

To explore the effectivity of the Socratic method in

enhancing engagement and fostering critical thinking skills
among students, this mixed-method study was conducted at
the University of Makati. The participants were first-year
students of the Associate in Customer Service
Communication program, who were actively enrolled in the
Science, Technology, and Society (STS) course in the second
semester of the 2022-2023 academic year.
 ) ) ) ) ) ) ) ) ) Methodology
) ) ) ) ) ) ) ) )

This research hinged on a two-pronged approach. On one

hand, it quantitatively assessed the enhancement
of students' understanding of a selected scientific concept,
specifically Genetically Modified Organisms (GMOs), and
their critical thinking skills through a pretest-posttest model.
On the other hand, it delved deeper qualitatively through
interviews, gleaning comprehensive insights about the
applicability and effectiveness of the Socratic method in the
virtual STS class amid the ongoing COVID-19 pandemic.
 ) ) ) ) ) ) ) ) ) Methodology
) ) ) ) ) ) ) ) )

The student participants were chosen through purposive

sampling, based on their willingness and
availability to participate during the research period. This
way, the study ensured active involvement and meaningful
contribution from the participants, adding significant value
to the research outcomes.
 ) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )
The data collection for this study included:

Pretest and Post-test:-were used to assess students'

01 understanding of GMOs and their critical thinking skills before and
after a Socratic discussion.
Socratic Discussion Guide-researcher-designed guide served as a
comprehensive tool to structure the Socratic discussion on GMOs,
02 helping students prepare, engage actively, think critically, and
participate respectfully.

Interviews:-were conducted post-discussion to gather qualitative

03 insights on the effectiveness of the Socratic method, focusing on
0444 students' experiences, engagement, and critical thinking development.
4444 The pretest and post-test data -were analyzed using a paired-samples t-test to measure the
4444 effect of the Socratic discussion, while qualitative interview data were examined through
thematic analysis to identify themes related to engagement and critical thinking, which were
4444 then cross-referenced with existing literature for validation.
444
 ) ) ) ) ) ) ) ) ) Quantitative Findings
) ) ) ) ) ) ) ) )
 Pre-test Mean (8.24):
) ) ) ) ) ) ) ) )
•This represents the average score of students before participating in the Socratic
) ) ) ) ) ) ) ) )
discussion.

Post-test Mean (12.47):

•This is the average score after the discussion, showing an improvement in students'
understanding.

T-statistic (-8.94):
•The t-value measures the difference between pre-test and post-test scores relative to
sample variability.
•A larger absolute value of t (negative sign just indicates direction) suggests a significant
change between the two test scores.

p-value (<0.001):
•The p-value determines statistical significance.
•A value less than 0.05 (in this case, <0.001) means the improvement in scores is highly
significant and not due to chance.
 ) ) ) ) ) ) ) ) ) Qualitative Findings
) ) ) ) ) ) ) ) )

A subset of 13 students, who voluntarily agreed to participate, from the online STS
class, took part in semi-structured interviews. These interviews were conducted to gain
valuable insights into their experiences with the Socratic Method discussion. Thematic
analysis was performed on the interview data, revealing several key themes that
provide a deeper understanding of the effectiveness of the Socratic Method in
promoting engagement and critical thinking skills.

• Thematic analysis helped in structuring and interpreting student

experiences, leading to a deeper understanding of how the Socratic
Method influenced learning in an online environment. By following a
systematic coding and theme development process, the study effectively
identified both the strengths and challenges of implementing this teaching
strategy in virtual classrooms.
 ) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )
Objective 1. To investigate the impact of a Socratic discussion on students'
understanding of a chosen scientific concept.

the findings from this study provide evidence of the positive impact
of Socratic discussions on students' understanding of GMOs. The
participants' mean scores significantly increased from the pretest to
the posttest after engaging in the Socratic discussion. This suggests
that the Socratic Method effectively enhanced students'
understanding of GMOs, going beyond mere memorization of facts.
The qualitative findings also support this objective, as participants
recognized the Socratic Method's role in promoting critical thinking,
logical reasoning, and a deeper comprehension of scientific
concepts
 ) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )
Objective 2. To determine the effect of the Socratic method on students' critical thinking
skills in theonline learning environment during the COVID-19 pandemic.

The results of the qualitative findings indicate that the Socratic

Method positively influenced students’ critical thinking skills.
Participants expressed how the method enhanced their ability to
think critically, respond adeptly to unexpected questions, and
explore diverse perspectives. The Socratic Method fostered a
mindset of questioning and open inquiry, encouraging active
engagement and cognitive development.
 ) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )
Objective 3. To identify strategies for improving the use of the Socratic method in
online science classes during the COVID-19 pandemic.

The study highlights strategies for enhancing the Socratic Method in

online discussions, emphasizing clear instructions, instructor
guidance, and addressing challenges to improve engagement and
critical thinking. The findings confirm the method's effectiveness in
fostering active participation and deeper understanding in online
science classes.
 ) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )

Overall, the findings underscore the value of the Socratic Method in

enhancing student engagement and critical thinking skills in online
science classes,
providing guidance for educators facing the challenges of remote
learning
 Thank
You
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )