critical thinking skills of abm students

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Thinking Skills of ABM Senior High School Students of Philippine State University

This study aims to determine the level of thinking skills of Accountancy and Business Management Senior High School Students of Philippine State University and tries to find out the relationship between thinking skills level and the age and sex of the respondents. The study used the descriptive-correlational method of research. The methods involved range from the survey which describes the status quo, the correlation study which investigates the relationship between variables, to developmental studies which seek to determine changes overtime. The descriptive method was utilized to describe the thinking skills level of the ABM Senior high school students. The correlation was employed in investigating the relationship between the thinking skills level of the respondents and their demographic profile limited only to age and sex. The researchers used a Test questionnaire in gathering the data needed to evaluate the thinking skills level of the respondents. Based on the findings, it was concluded that most of the respondents acquired low level thinking skills in Anderson and Krathwohl Taxonomy. It was also concluded that there was no significant relationship between the level of thinking skills of the respondents and their demographic profile. With the conclusions, it was recommended that school administrators may initiate faculty enrichment program to enhance teaching strategies geared towards the development of thinking skills. Teachers should expose students to different skills activities which will help the students to develop their thinking skills.

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Assessment on Problems Affects Analytical Skills of Grade 12 ABM Students in Accounting Subject in Bestlink College of the Philippines

Mary Rose Anoos
Cris Manlapaz
Dhane Vic Devebar
Catherine Casipong
Xavier Idpalina
Crystel-Joy Tamon

Accounting subject is one of the cores subjects of Accountancy, Business, and Management (ABM)students. It needs further understanding, analytics, and critical thinking. The researchers observed that some of the students are still struggling on this subject. This study aims to improve the analytical skills of the students. The importance of the study is that it may help the student improve their analytical skill. This study used the survey method because it is the most used and applicable method for our research. The survey method is the technique of gathering data by asking questions to people who are thought to have desired information. The main respondents of the study grade 12 ABM students that were selected using convenience sampling. Based on the results of the study, the problems that affected the analytical skills of grade 12 ABM students in Accounting subject are as follows: (1) lack of mastery of the students–Having unfamiliar terms caused by the lack of knowledge in accounting terminologies has a negative effect; students fail to recognize the term used, and an incorrect solution is provided because of wrong understanding in accounting transactions, and it also lessens their interest in Accounting subject; (2) lack of enough time in reviewing–when they do not do a review, they may forget what they already tackled. Providing analytical activities address the cited problems above and enhanced the analytical skill of grade 12 ABM; they become more interested in the subject because of the activities held before the class start, and the analytical skill and their performance in class are improved. Researchers recommended applications that can improve analytical skills, such as Brain Out, Accounting Quiz Game, Skillz, Lumosity, and Neuronation. Websites Accounting Dictionary can also be used. Researchers recommended these applications and websites based on the information given by authors and reviewers of these applications and websites. Researchers also recommended always do a class review before every lecture and follow it with an icebreaker for the students’ minds and bodies to be active for discussion

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An Assessment of Knowledge, Skills, and Attitudes of Accountancy Business and Management (ABM) Students of Senior High Schools in Cabanatuan

2019, International Journal of Advanced Engineering, Management and Science

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Ijaems Journal

This research aimed to conduct a formative assessment in the implementation of Accountancy, Business and Management (ABM) Strand in the Division of Science City of Muñoz for years 2016 and 2017. The study assessed three main areas or variables, namely: instructional input, conduct of instruction and outcomes of instruction. The study revealed a tremendous increase of over one and one-half times its number compared to the previous year (2016) enrolment in ABM Strand which also accounted to learners’ own preference and decision to enrol along this track was documented. It was also observed that the most basic instructional inputs such as classrooms, television, LCD projector, computer, and printer were deficient. Textbooks still served as the daily instructional material followed by hand outs and modules. It further revealed that teaching methodologies and strategies employed by the ABM teachers were varied as to the extent of use. Results further revealed that much of the instructional time was devoted to lecture method. The teacher-student and student to student interactions were not evidently seen in the study. In terms of assessment, Paper and Pen test was used as mode of assessment in order to measure and evaluate the learners’ learning outcomes. On the contrary, in terms of output of instruction, learners still obtained outstanding and very satisfactory grades. Given the qualifications and vertical specialization of teachers and the limitations cited, student-learners managed to acquire quality education.

International Journal of Advanced Research (IJAR)

IJAR Indexing

This qualitative study aimed to better understand the needs and challenges faced by SeniorHighSchool(SHS) Accountancy, Business, and Management(ABM) students in their journey of learning real life business problems. It utilizeda case study method in which the unit of analysis is the SHS Grade 11 and 12 ABM students of Simala National High School, a secondary public school in Cebu, Philippines. Analysis of transcribed interviews and observations from 20 key informants revealed the findings encapsulated in the following themes: a) ?Clamor for Work Immersion? which explains the need to expose the learners to hands on real world business activities; b) ?Demand for Learning Resources and Facilities? which entails the need for adequate print and non-print learner?s material, computers, and unlimited internet access; c) ?Request for Skilled and Experienced Teachers? which relates the need to hire teachers who are business graduates or have firsthand business experience; d) ?Time runs fast? which reveals the challenge of allocating enough time in all their projects particularly those involving data gathering outside school; and e) ?Funds empty fast? which shows the challenge of budgeting their allowances to be sufficient for their school requirement expenses. The school administration and teachers shall then address the needs through enhancing the work immersion plan, intensifying the school improvement plan, and hiring of qualified teachers. To cope with the challenges, the students need to develop time management skills and properly set priorities on where to allocate their available finances.

Zeszyty Teoretyczne Rachunkowości

Michał Mijal

Education of managers in the area of accountancy The paper highlights the most important factors in the process of passing on knowledge about a compa-ny’s financial situation, or accountancy in general. Those factors are general conditions relevant for every educational process, as well as specific ones characteristic of a particular field of knowledge. The article also describes an innovative game created by one of the authors for the purpose of basic education, and it analyzes the possibilities and limitations of that tool in the educational process. The conclusions were made based on a series of tests of the game which are described in this article, and which were conducted among professors and students of accountancy, as well as active businesspeople. In the last section of the paper, the authors suggest possible uses of the game in higher education, in the research of accountancy, as well as in primary and secondary education.

Fatima Gutierrez

Katarina Poldrugovac

Accounting education on the management faculties, is today focused on delivering the knowledgebased content, which should be brought into harmony with management knowledge needs. Educators have the important task of finding the best education methods for transferring new accounting knowledge over to students, and developing their professional skills, connected with new demands of 21st century accounting paradigm. The mission of implementing new methods in accounting education and examination process is to maximize the contribution of accounting academic’s teachers to prepare students for their future profession, stress on using accounting information. Students should not be trained to become experts in preparing, but have to be able using accounting information, and understand financial statements and operating segments reporting system, based on international and hospitality accounting standards. Therefore, instructional strategies will be focused on understanding the main problem ...

This study sought to evaluate the financial acumen of Department of Education graduates who did not major in accounting. Second, how it impacts their ability to perform at work. The relationship between financial competence and performance rating was described and examined in this study using a descriptive correlation research design. The study's findings indicate that most respondents were females in the age range of 31 to 40, college graduates, and mostly administrative officers with two to three years of experience. They received a score of 39% for knowledge, 53% for skills, 74% for attitude, and 72% for behavior. The average score is 60%, indicating that their level of financial competence is average. The findings indicate a strong positive correlation between financial competence and performance rating, with a correlation coefficient of 0.724. This implies that a person's performance will increase in direct proportion to his level of financial competence. It is necessary to take into account their mediocre level of skill and limited knowledge. Programs for financial education may assist employees in achieving and maintaining a high level of financial competence at work, which will lead to good performance.

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A Curriculum That Prepares Future Leaders

In a DEI course, students are invited to study a religion other than their own so they can educate themselves about unfamiliar cultures and traditions.
To practice social and moral responsibility, students immerse themselves in social issues they care about and devise potential solutions.
As they develop leadership skills, students learn to identify their biases, understand their mental models, and practice empathy.

Despite all the comments that poke fun at Generation Z, we have to admit that current higher education students face a huge challenge: They don’t know what they will end up doing for a living.

In today’s business world, business operations transcend borders, artificial intelligence increasingly drives services, and many professions are becoming obsolete or being replaced by automation. Students who are preparing for the career leap may find their future income options quite grim.

It is therefore not surprising that these youngsters increasingly question the value of formal education, especially when a role model such as Elon Musk expresses the opinion that a college education is unnecessary for actual learning. Musk is right when he says that most information is available for free on the internet. Where he misses the interpretational boat, however, is in describing the intangibles of higher education.

Going to college has never been about listening to lectures and passing tests. Those actions are the means toward the preliminary end of earning a degree—but their true value lies in the fact that they lead to a longer-term payoff. When students get a college education, they learn the one skill that is not attainable through self-taught processes: critical thinking.

Critical thinking helps individuals sort through the many loads of information thrown at them and enables them to choose one course of action over another. Business students gain this skill in interdisciplinary classroom settings where subjects such as finance, management, accounting, and marketing are entwined with insights from psychology, philosophy, economics, and ethics.

Over time, students will forget the things they learned in class. But once they have mastered the ability to think critically, they will continue to develop the skill. They will understand the risks of falling prey to biased thinking or adhering to inadequate mental models. Once they realize that their vision of the world is not the only one—and not necessarily the most constructive one—they might become more open to self-examination. They will be more likely to adopt the mindsets that can elevate their future performance and well-being.

A New Curricular Core

Because times, needs, and social constructs are changing, business schools should consider critical evolutions in the curriculum. It still makes sense to teach first-year students the foundations of business education, such as the POLC framework (planning, organizing, leading, and controlling) and the four P’s of marketing (product, price, place, and promotion).

Over time, students will forget the things they learned in class. But once they have mastered the ability to think critically, they will continue to develop the skill.

But I believe it is at least equally important for us to prepare our students to engage in synergistic collaboration with people who come from different cultures and have divergent mindsets. After all, today’s workforce is composed of people with diverse and varied backgrounds.

To that end, I suggest that all business schools make sure their undergraduate and graduate programs include classes on three essential topics: diversity, equity, and inclusion (DEI); social and moral responsibility; and leadership.

Exploring the Case for DEI

Today’s students are less impressed by learning theoretical concepts, so any DEI course should include elements of action learning. It also should challenge students to step outside their comfort zones to learn about cultures or traditions that are not their own.

At Woodbury University in Los Angeles, I taught a course in which I required students to learn about a religion that they had not been exposed to earlier but about which they felt some curiosity. In larger classes, I sometimes had multiple students selecting similar religions, but I found that this exercise still worked better as an individual assignment than as a group task. Students had to connect with established groups practicing the religion, learn about important traditions by conducting interviews or attending gatherings, and sometimes do additional research. Students then made formal presentations to the class.

It was fascinating to hear a Christian discuss Buddhism, a Muslim talk about Daoism, and a Hindu share knowledge about Judaism. Students frequently highlighted commonalities with and differences from their own religions, and most of them came away with new respect for traditions that were “other” to them.

As an educator, I found that this exercise not merely opened minds but also paved the way for greater receptiveness to cross-cultural differences. I learned something from each exercise as well—and what is more enriching than learning while you teach?

Working Toward the Common Good

I believe the topic of social and moral responsibility also should be presented as an experiential journey. At Woodbury, we give students opportunities to identify and address social issues they care about. Over the past nine years, these opportunities have been offered in the Business Ethics course in our BBA program and the Ethical Leadership course in our MBA. At both levels, students work within what we call the Responsibility Action Triangle.

A teal-green pyramid that shows how studenets progress through the "responsibility action triangle"

In the first layer of the triangle, students identify their topics of interest, which might include helping the homeless, alleviating hunger, supporting animals, caring for the elderly, aiding disabled veterans, planting trees, creating neighborhood gardens, or cleansing the environment. Among Woodbury students, I have noticed that the social cause of poverty alleviation has been the absolute leader. Once students have chosen their areas of focus, they conduct research so they understand the scope of the problem and can back up their knowledge with statistics.

In the second layer, they develop a profile of an organization that addresses the problem. My students frequently connect with local groups that can always use helping hands, such as the Los Angeles Regional Food Bank, Meet Each Need with Dignity (MEND), or the Greater West Hollywood Food Coalition. Over time, instructors learn which organizations are more accessible, so they can help students avoid frustrating red tape.

In the third layer, students come up with strategies to improve the situation, which often includes working with an existing nonprofit. In those cases, students interview its spokesperson and choose days when they can serve as volunteers. During this time, they also chronicle their own involvement so they can make presentations to the class in which they describe their intentions, actions, and reflections.

Some students become deeply involved in the organizations they have chosen for their class projects. Others start nonprofits of their own after graduation. The power of such exercises does not lie in the short-term good students can do during the course of a single semester, but in the experience they gain and the paradigm shift it instigates in their own perspectives.

Learning the Keys to Leadership

I believe leadership can be an overarching theme in most business disciplines because it helps students develop the skill of critical thinking. The following elements of leadership can be infused into many types of courses:

Understanding and identifying biases. Because biases form an element of the decision-making process, they should be examined in any course that is related to human interactions, including DEI, leadership, ethics, and entrepreneurship. When students are recurrently encouraged to be aware of their personal blind spots, they are more likely to address them.

Understanding our mental models. All of us construct mental models—our own interpretations of how the world works. Many of these models are influenced by our upbringing, our cultures, and our beliefs. They serve as practical bridges between what we know and what we are currently experiencing, so they allow us to make quick decisions. However, they also reflect our implicit biases. This means that when we do not examine our mental models, we might make discriminatory and shortsighted decisions that could harm ourselves, our organizations, and society as a whole.

As with bias, mental models can be discussed in many business classes, especially those on organizational behavior, leadership, human resources, and change and conflict. For instance, when I am discussing how to handle conflict at work or deal with in-groups and out-groups, I can point out how team clusters emerge. I can remind students that it is common for individuals to exclude or mistrust others solely based on external features or assumptions—and encourage them to challenge the mental models that lead us to these conclusions.

Because biases form an element of the decision-making process, they should be examined in any course that is related to human interactions.

Practicing empathy. Some business leaders frown on the notion of exhibiting empathy, because they fear that an empathetic manager could be overrun by employees. Instructors also worry that, if they are too compassionate, students will try to take advantage of them. But leaders can be both empathetic and firm.

Instructors can model that balanced behavior by listening actively to students who have problems, and even creating special accommodations as needed. However, even caring instructors will not hand out A’s if troubled students do poor work.

When students complain to me because they received low grades, even when they did not perform well, I gently explain that business education is designed to prepare them for successful performance in the work world. It is my moral duty to assist them to become the best they can be—by listening to and understanding their problems while being honest about how they need to improve. By being both empathetic and firm, I teach students to treat their employees in a similar fashion.

Bracing for the Future

Critical thinking is the skill that will serve students best as they graduate into an uncertain and evolving business world. One reason that world will be so unpredictable is that none of us are sure how it will be shaped by generative AI (GenAI), which enables users to create high-quality text, graphics, and videos in a matter of seconds.

Educators have multiple concerns about the advent of GenAI in the classroom. For instance, how can they be sure students are submitting work that is actually theirs? If students are abundantly applying AI, have they actually mastered the desired skill? Most schools are already exploring ways to address these questions.

However, the larger issue might be: How will AI change employment opportunities for upcoming generations? There, the answer will only be revealed over time.

But as more of our students learn to embrace technology and prepare themselves to work in tech-heavy workplaces, I think business schools have one clear obligation. We must help leaders be the best they can be. In all of our courses, we must focus on the most important leadership responsibility we have. We must teach our students how to balance their enthusiasm for AI’s features and financial advantages with a desire to safeguard the planet. As they hone their critical thinking skills, they will be ready not only to stay in step with an evolving labor market, but also to protect our world on behalf of those from whom we have the planet on loan: our descendants.

critical thinking
emotional intelligence
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Journalism is equally important to STEM in fostering critical thinking skills | Opinion

I nodded my head towards journalism adviser Mark Schledorn who, after a 43-year reign in journalism, announced to West Shore’s newsmagazine staff that he would be retiring at the end of the year. Knowing our principal Rick Fleming — a forceful proponent for the program — was also retiring after 17 years at West Shore , I questioned how to honor the legacy of those before, so the Roar had the best chance of remaining.

Throughout this year, our school’s student-run publications have been in limbo, causing me to reflect on the importance of being an active participant in journalism as editor in chief of the Roar .

Journalism is the very source of information for events, ideas and people. The school’s journalism program consists of the Arcadia yearbook, the Roar newsmagazine and WCTZ News broadcast . Whether reading the news, writing the news or speaking about the news, every student should be involved in journalism.

At an academically rigorous school like West Shore — which is ranked first in Brevard Public Schools high schools, third in Florida high schools, 43rd in the nation and 94th in STEM high schools — we often underestimate the power of possessing a command of language as much as a proficiency in science and math. Due to the school’s large parental involvement and its location on the Space Coast, students are exposed to doctors, lawyers and engineers and often overlook electives such as journalism.

It is crucial, more than ever, to teach STEM and journalism for developing critical thinking skills. Students should be motivated to take classes such as chemistry, biology and algebra alongside an introductory journalism course.

Newsmagazines, broadcast news and yearbooks, combined with STEM, promote curiosity, creating young adults who question everything around them and become media literate. In turn, they can examine their own ethics, morals and their interactions with others.

By holding a critical eye to those in power and themselves, students are prepared to navigate the real world with integrity and empathy. Drawing on these disciplines can solve modern problems, from artificial intelligence’s use in education to voting on issues lawmakers attempt to tackle. By building exceptional written and verbal communication skills, student journalists can convey complex ideas concisely, especially in STEM fields where it is necessary to explain intricate concepts to the general population.

Journalism exposes the individual experiences of every unfamiliar person. My first story covered a classmate’s experience dealing with her immunocompromised family during the COVID-19 pandemic. In understanding the gravity of everyone having their own struggles and successes, a seemingly ordinary person was revealed to be scared for their family’s life because of a policy that affected them deeper than just the choice to wear a mask. I prioritized listening to students and medical professionals instead of responding immediately.

I carried this philosophy into every story I reported on: the missing middle class, transgender athletes and near-death experiences. This skill of empathy allows students to feel confident in their ability to foster meaningful and vulnerable conversations with strangers. One person transforms into a symbol that is emblematic of a larger story while providing insight journalists can draw on.

More opinion: Mom stops drinking after tough love from her kids

Torres: Nothing I hate more than a scammer. Space Coast seniors need to be alert

Engaging in journalism reveals the humanity in others regardless of their beliefs. Instead of defending their values, student journalists have to balance stepping out of themselves to simply ask, “Why?” From being able to cover book-banning laws to the Parental Rights in Education Act, journalists understand they must see multiple sides so their community can develop an informed opinion of what directly impacts their lives.

Perhaps the most invaluable element of being in journalism is that it enables students to fully commit to something greater than themselves. Throughout three years of involvement in student journalism and attending Florida Scholastic Press Association conventions, I have been exposed to more than 300 publications and thousands of journalists from around the state who exercise freedom of expression and the responsibility of accurate reporting. Every student I have met is passionate about their craft and creating a better society — even those who do not plan to pursue journalism. My 26-student staff has transformed from strangers into a family with a love for news writing about serious subjects including gun violence and censorship. In times of crisis, it is imperative to empower these individuals to use their voice for good.

By bringing attention to journalism alongside STEM education, students will not only be technically and creatively skilled, but also capable of innovative thinking and effective communication. In a continuously shifting world, the tools gained through student journalism — adaptability, resilience and an inquisitive mindset — prepare students for a brighter future. While the Roar is grateful to Schledorn and Fleming for supporting our program, it is time to pass the torch to new journalism adviser Linda Foster and new principal Burt Clark with enthusiasm, so that journalism lives on.

Ella Dorfman is the editor in chief of West Shore’s student-run newsmagazine the Roar, which is recognized as an All-Florida and Sunshine Standout publication by the Florida Scholastic Press Association. She is the FSPA's 2024 Writer of the Year and will be attending the University of Florida in the fall to study biomedical engineering and journalism.

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Thinking Skills of ABM Senior High School Students of Philippine State
Thinking Skills of ABM Senior High School Students of Philippine ... Training for critical thinking has become an increasing focus of the K-12 Education ... High School Students and their level of Thinking Skills. Profile of the respondents In terms of age, 225 or 61.98% are 17-year-old; 119 or 32.78 % of the respondents are 16- ...
Problem Solving Attitude and Critical Thinking Ability of Students
The result shows that the problem solving atti tude is significantly a ssociated to the critical thinking. ability of the students. Students who have high level of problem solving attitude will ...
PDF CRITICAL THINKING SKILLS OF GRADE 11 STUDENTS: ACTION ...
With regard to specific critical thinking skills, differences among the five career paths were found only for implications (F = 7.62, p < 0.05) and inferences (F = 5.34, p < 0.05), but not for ...
PDF Self-Perception of ABM Students towards Their Academic, Social and ...
strategies are the ways of thinking and working required in postsecondary learning environment, content knowledge refers to the core subjects' knowledge and skills, learning ... and entrepreneurial skills which the ABM students were assessed most proficient. Meanwhile, Nasrullah & Khan (2015) emphasized on the significance of time management
Skills That Accountancy, Business, and Management Students Must Enhance
INTRODUCTION The Accountancy, Business, and Management (ABM) course is one of the strands offered in the academic tracks of senior high school. This study focuses on the skills that should be developed by ABM students that could greatly help them in coping with their studies. METHODS Random sampling was done among the grade 11 and grade 12 students of General Mariano Alvarez Technical High ...
Thinking Skills of ABM Senior High School Students of Philippine State
The descriptive method was utilized to describe the thinking skills level of the ABM Senior high school students. The correlation was employed in investigating the relationship between the thinking skills level of the respondents and their demographic profile limited only to age and sex. ... Teachers should expose students to different skills ...
PDF Problem Solving Attitude and Critical Thinking Ability of Students
Students' critical thinking skills evaluate the information that they get and the usage of their knowledge, however it needs more practice to become more efficient [21]. In order to ... The respondents of this research study are the Grade 11 and Grade 12 Senior High School students of each strand (GAS, HUMSS, ABM, TVL-Drafting, and STEM). The ...
Scientific Reasoning, Critical Thinking, and Academic Performance in
4.2 The level of the Senior High School students' critical thinking skills The level of Senior High School students' critical thinking skills, when taken as a whole, is "developed", and when grouped according to strand, the STEM, GAS, ABM, HE, and ICT strands are "developed", while the SMAW strand is "moderately developed".
Fostering and assessing student critical thinking: From theory to
It is not meant to assess a critical thinking exercise, but any exercise in which students have space to develop their critical thinking skills. Product refers to a visible final student work (for example the response to a problem, an essay, an artefact of a performance). The criteria are meant to assess the student's work even if the learning ...
Influences on the Academic Performance of ABM Students ...
Seven students were interviewed with the following four themes to emerge—personal education planning, guides, academic skills, and personal impetus. Student answers show that they believed they ...
PDF Readiness of senior high school grade 12 ABM students in ...
skills and awareness. The measurement of Grade W X ABM skills in terms of critical thinking, collaboration, creativity, and communica-tion results as moderately high, indicating that students were in an excellent position to pursue an accounting degree in college. The readiness of ABM grade W X students had a positive correlation with ABM skills.
(PDF) Thinking Skills of ABM Senior High School Students of Philippine
Thus, the ABM Students has Low Level Thinking Skills in Understanding. Overall Level of Applying Skills of the Students The level of thinking Skills of the respondent in terms of Analyzing, reveals that 232 or 63.9% have scored 1 and below; 130 or 35.8% have scored 2-3; and only 1 or 0.3% have scored 4 and above.
Enhancing Critical Thinking Skills in Grade 12 ABM Students
The purpose of the study on the level of critical thinking ability of grade 12 ABM students on marketing strategies is multifaceted. Primarily, it aims to assess the current proficiency of students in applying critical thinking skills within the specific domain of marketing. The study seeks to evaluate the effectiveness of existing teaching methods, identify potential weaknesses in students ...
Assessment on Problems Affects Analytical Skills of Grade 12 ABM
Accounting subject is one of the cores subjects of Accountancy, Business, and Management (ABM)students. It needs further understanding, analytics, and critical thinking. The researchers observed that some of the students are still struggling on this subject. This study aims to improve the analytical skills of the students. The importance of the study is that it may help the student improve ...
Problem Solving Attitude and Critical Thinking Ability of Students
Students' critical thinking skills evaluate the information that they get and the usage of their knowledge, however it needs more practice to become more efficient [21]. In order to become successful learners should enhance their critical thinking abilities, to easily analyze complex situations, generate efficient solutions and make a good ...
Critical Thinking Skills Among Senior High School Students and Its
The relationship between students belief and critical thinking skills proved that religion has a big contribution in the students development not only the bible or the words of God but the circle of friends whom they benefitted reading on it as reflected in the open ended questionnaire it is a critical thinking skills among roman catholic 65 ...
PDF An Assessment of Knowledge, Skills, and Attitudes of Accountancy
skills, and attitude of the ABM students towards a certain task or situation. This will also allow the students to put into ... critical thinking and problem-solving skills. But a separate PBED study recently said only about 20 percent of 70 of the country's leading companies across all sectors were inclined
Engaging Students in Critical Thinking and Problem Solving: A Brief
Problem solving and critical thinking skills are beneficial across all fields of collegiate studies and provide lasting value in the workplace and everyday life. In problem solving, students employ critical thinking skills in the analyses of problems and the synthesis and applications of previously learned concepts.
(PDF) Scientific Reasoning, Critical Thinking, and ...
The findings of the study revealed that the level of scientific reasoning skills of SHS students when taken as a whole was "high", and when grouped according to strand, the STEM, GAS, ABM, HE, and ...
Evaluating the impact of simulation-based instruction on critical
2.1. Educational inequalities and barriers to alternative teaching methods. There has been limited research on the effects of alternative pedagogical approaches, such as Project-Based Learning (PBL), on the development of students' critical thinking skills and comprehension of sociopolitical and economic dimensions in the northern region of Colombia (M. de la Puente Pacheco et al., Citation ...
PDF Factors Influencing the Improvement of Students' Critical Thinking and
and with the same aims to improve their critical thinking and problem-solving skill [12]. A study by Dvergsten and Haugen [13] using pre- and post-study found that experiential learning is an effective means to improve students' critical thinking skill [13]. This is supported by Smith et al. [14] whereby students are able to transfer their
Do IB students have higher critical thinking? A comparison of IB with
1.Introduction. Critical thinking plays an important role in many aspects of society, employment opportunities, and in the classroom (Butler, 2012).Education has been highlighted as an important avenue for developing and fostering critical thinking skills and policymakers have developed new frameworks to measure and improve students' critical thinking skills (Rotherham & Willingham, 2010 ...
An Assessment of Knowledge, Skills, and Attitudes of Accountancy
NCTM Standards emphasized that the questions asked to students should be based on the lives of students, challenge students to develop and apply strategies, not be easily solved, and enable students to form new knowledge by making use of their previous knowledge [6]. B. Skills Table 3. Students' Skills Question Weighted Mean Verbal Descriptor 1.
A Curriculum That Prepares Future Leaders
At Woodbury University, students gain critical thinking skills through courses that focus on diversity, social responsibility, and leadership. In a DEI course, students are invited to study a religion other than their own so they can educate themselves about unfamiliar cultures and traditions. To practice social and moral responsibility ...
(PDF) Enhancing students' critical thinking skills through inquiry
thinking includes the component skills of analyzing arguments, making inferences using inductive or. deductive reasoning, judging or evaluating, and making decisions or solving problems. Some ...
Journalism is equally important to STEM in fostering critical thinking
It is crucial, more than ever, to teach STEM and journalism for developing critical thinking skills. Students should be motivated to take classes such as chemistry, biology and algebra alongside ...