ANALYTICAL THINKING SKILLS AND STUDENT ENGAGEMENT IN LEARNING SCIENCE TOWARDS A PROPOSED ACTION PLAN

Abstract

In an era where critical thinking and student-centered instruction are predominant, intensifying analytical thinking skills and student engagement in Science education has become a global and local priority.  This study determines how students' analytical thinking skills connect with engagement in learning science.  The main objective was to determine the analytical thinking level, like communication, creativity, critical thinking, and collaboration and the dimensions of engagement, namely, behavioral, cognitive, and emotional, among high school students, and to determine the relationship between these variables.  The main goal was to develop an action plan to increase science instruction and student learning outcomes.  The study used a quantitative descriptive-correlational design, utilizing standardized survey instruments administered to all 113 students enrolled in Chemistry, Physics and Biology classes.  Data were analyzed using means, ANOVA, and Pearson correlation techniques.  Moreover, findings also revealed that students showed high levels of analytical thinking, specifically in collaboration and creativity, and high engagement levels across all three domains.  A significant positive correlation was found between analytical thinking skills and student engagement, confirming their interdependence.  Likewise, differences in engagement and thinking skills were noticed based on certain demographic factors.