Correlates of Critical Thinking Skills of the Freshman Criminology Students in the University of Eastern Philippines

International Journal of Economics and Management Studies

© 2019 by SSRG - IJEMS Journal

Volume 6 Issue 2

Year of Publication : 2019

Authors : Jezrelle Ciasha Aliposa Dela Cerna

10.14445/23939125/IJEMS-V6I2P112

How to Cite?

Jezrelle Ciasha Aliposa Dela Cerna, "Correlates of Critical Thinking Skills of the Freshman Criminology Students in the University of Eastern Philippines," SSRG International Journal of Economics and Management Studies, vol. 6,  no. 2, pp. 103-112, 2019. Crossref, https://doi.org/10.14445/23939125/IJEMS-V6I2P112

Abstract:

This study was undertaken to find out the correlates of the critical thinking skills of the freshman criminology students in the University of Eastern Philippines. Specifically, it identified the level of instruction-related factors in terms of teaching methodologies/strategies in English and instructional materials and classroom activities; determined the level of student-related factors, such as learning styles and media exposure, and verified the level of the students’ English proficiency. The levels of the students’ critical thinking skills were identified in terms of inferences, assumptions, and deductions, interpreting information, and analyzing arguments. This study also ascertained if relationships existed between the level of critical thinking skills and instruction-related factors, and finally the relationship between their critical thinking skills and English proficiency. One hundred sixty three freshman criminology students of this university were randomly chosen as respondents. Two class observations of six (6) selected teachers of the freshman criminology students were conducted. This descriptive-correlational design study used frequency counts, weighted mean, percentages, multiple regression analysis, t-test for independent samples, and ranking in interpreting the data. The findings revealed that the teachers highly used different teaching methodologies/strategies, but very highly used memorization and motivation strategy. They were shown to have highly utilized photocopied materials while films/filmstrips were the least used activities; assigning projects was the most used, while mime was the least. In the learning styles, auditory was the most preferred while the least preferred perception modality was tactile. On the other hand, the data revealed that the more preferred grouping preference was individual than group learning. The student-respondents were highly exposed to the media, watching sports and pinoy movies on television, than to reading novels/paperbacks. To this exposure could be attributed their poor English proficiency. In the critical thinking test, the majority of the student-respondents were good at assumptions and deductions; fair at interpreting information and analyzing arguments; and poor at inferences.

Keywords:

Critical thinking skills, criminology students, correlates, teaching methodologies, learning styles

References:

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