EFFECTS OF QUESTION FORMULATION TECHNIQUE INSTRUCTION ON LOWER SECONDARY STUDENTS’ CRITICAL THINKING SKILLS

Abstract

The objective of our study was to compare lower secondary students’ critical thinking skills before and after being taught through the Question Formulation Technique instruction (QFT). The participants were lower secondary students (N = 29), which were selected by purposive sampling approach. Research design was the pre-experiment one group pretest-posttest design. Participants were taught the fundamental content of the Chemical reactions and Materials in everyday life from Thailand’s Core Standard Curriculum (revised edition 2017). Over 15 sessions (750 minutes), students engaged in QFT-based activities aimed at fostering critical thinking skills. Critical thinking skills was assessed using five components: Interpretation, Evaluation, Inference, Explanation, and Analysis.
The results revealed a statistically significant improvement in overall critical thinking skills
(p < .05), with notable gains in Analysis and Evaluation, but no significant changes in Interpretation, Inference, and Explanation.