Effectiveness of Reflective Judgment Model on the Critical Thinking Skills of Grade 7 Students

The main purpose of conducting this study was to determine the effectiveness of the Reflective Judgment Model as an approach in developing the critical thinking skills in Filipino subject of Grade 7 students. The subjects of this study were the students in the two Grade 7 classes in Sacub High School Annex. The two sections with comparable mean ratings were the subjects of this study. The experimental and the control groups have 52 students each. A total of 104 students comprised the respondents of the study. This study utilized the modified two-group experimental design otherwise known as the two-group post-test - only randomized experiment (Trochim 2008). Based on the analyses and interpretations of the data, the researcher gathered these findings: The pretest mean score rating of students in the reflective judgment model approach was 25.96, and the step reading learning development approach has a mean of 26.59. This implies that both groups have probably the same level of knowledge before the conduct of the study. The posttests mean score rating of students in the reflective judgment model approach was 73.27 and in the step reading learning development approach it has a mean of 62.84. Both groups have achieved learning?s. For the significant difference in the pretest mean score, a very small t - value (0.319) compared to the t - tab (1.983) with a p-value of 0.750 is higher than the 0.05 level of significance. The result revealed that the performance of students assigned to both groups was comparable to their performance before the conduct of the experiment. For the significant difference in the post-test, a larger t-value (3.680) compared to the t-tab (1.983) means that the posttests mean score ratings of both the reflective judgment model and the step reading learning development approaches differ significantly. For the significant difference in the mean gain score ratings of the Grade 7 students using the Reflective Judgment Model and the Step Reading Learning Development Approach, a larger t-value (2.986) compared to the t-tab (1.983) and supported by the p-value (0.004) which is lower than 0.05 level of significance. The result confirmed that the reflective judgment model approach was effective than the step reading learning development approach in improving the performance of the students in Filipino subject on the critical thinking skills of the Grade 7 Students under the Reflective Judgment Model and the Step Learning Development Approach.