International Journal For Multidisciplinary Research

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Evaluating Critical and Creative Thinking (CRITHNK): Student Perspectives on General Education Competencies through Mixed Methods Analysis

Author(s) Marilyn Pescasio
Country Philippines
Abstract In today's educational landscape, fostering critical thinking (CT) skills is paramount for students to navigate modern complexities. This study examines the importance of CT in higher education, drawing from seminal works such as those by John Dewey. It evaluates a Critical and Creative Thinking (CRITHNK) course at De La Salle - College of Saint Benilde, known for its innovative initiatives.
Numerous studies highlight a gap in CT skill development among undergraduates. Quantitative analysis assesses students' perceptions of the CRITHNK course's contribution to CT skill development, aligning with Commission on Higher Education (CHED) outcomes. Qualitative inquiry explores its impact on intellectual growth, personal responsibility, and practical skills, gathering student recommendations for improvement.
Results indicate students perceive the CRITHNK course as highly effective in developing CT and related competencies, aligning with CHED outcomes. However, moderate variability suggests individual differences, suggesting targeted interventions for enhancement.
This study identifies areas for curriculum improvement, providing insights for faculty development and enhancing teaching practices. It contributes to the discourse on CT in higher education, emphasizing its role in addressing global challenges and fostering community-driven change.
Keywords critical thinking, higher education, intellectual growth, personal and civic responsibility, practical skills
Field Sociology > Education
Published In Volume 6, Issue 3, May-June 2024
Published On 2024-05-23
Cite This Evaluating Critical and Creative Thinking (CRITHNK): Student Perspectives on General Education Competencies through Mixed Methods Analysis - Marilyn Pescasio - IJFMR Volume 6, Issue 3, May-June 2024. DOI 10.36948/ijfmr.2024.v06i03.20948
DOI https://doi.org/10.36948/ijfmr.2024.v06i03.20948
Short DOI https://doi.org/gtwmrj
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