EXPLORING THE ROLE OF HUMANITIES AND SOCIAL SCIENCES

EDUCATION IN DEVELOPING CRITICAL THINKING SKILLS AMONG

HUMSS STRAND STUDENTS

An Undergraduate Research Paper

Presented to

The Faculty of Senior High School Education

ICCT COLLEGES

Antipolo, City

In Partial Fulfillment

of the Requirements for the Senior High School Education

BALUTAN, ASHLEE DIANNE B.

GELLANGA, JAMILL S.
LOMIBAO, JAYSON N.
MAYARI, JIANNE V.
PIANGCO, JONNALIE S.
PUZON, SHELA MAE J.

2023

i
 APPROVAL SHEET

This undergraduate research titled “Exploring the role of Humanities and

Social Science Education in Developing Critical thinking Among HUMSS Strand

Students” Prepared and Submitted by Balutan Ahlee, Gellanga Jamill, Lomibao

Jason, Mayari Jiane, Piangco Jonnalie and Puzon Shela Mae in partial fulfillment

of the requirements for the Senior High School Education is hereby recommended

for approval.

________________ MS. JOAN ZAPANTA

Date Adviser

Approved in partial fulfillment of the requirements for the Senior High School

by the Oral Examination Committee with the rating of .

Accepted in partial fulfillment of the requirements for the Senior High School

Education.

________________ JOAN A. ZAPANTA

Date Adviser

ii
 ACKNOWLEDGEMENT

The researchers wish to extend their sincere gratitude appreciation to the

following persons who in one way or another offered their assistance for the

completion of this humble piece of work.

Ms. Joan Zapanta for her guidance given to the researchers, and for giving

comments, suggestions and recommendations for the improvement of the

study.

Grade 11 Senior High School HUMSS Student for their participation in

responding to our questionnaire to help us obtain the goals of our research.And

to my other classmates who are constantly available when we have questions

concerning research. , as well as to Ate Joy for letting the researchers borrowed

her laptop.

Additionally, the researchers appreciate the patience and guidance of their

parents, because there’s a time when their have to go home late for this

research. And also for allowing the researchers to visit a classmate’s house so

they could conduct research there, researchers appreciate their parents

concerns and hard works as well for doing their best to give as a better future.

And lastly the researchers are grateful to God who has given them this

opportunity and gives them the strength to carry it out successfully. Without His

blessing, this kind of work will never be done.

- The Researchers

iii
 DEDICATION

I dedicate our research to my journey and to my family who is always there by my side, and also to my siblings
to better understand how they can raise their level of self-esteem and their critical thinking skills.

- Dianne

I dedicate this research for my groupmates because I know what struggles and hardwork they put to finish
this. And for myself and family because my father is working so hard to provide everything for us.

- Jam

To all the curious minds and open hearts, Who tirelessly delve into the realm of humanities and social sciences,
This research is dedicated to you. Your commitment to understanding the human experience and unraveling the
complexities of society is commendable.

- Jay

I would like to dedicate this research to my parents who trusted me to go to my classmates houses to do this
research and make hangout with my classmates, kidding aside I want to dedicate this to them because this is a
proof that I survived my Grade 11 journey because we were able to pass the research paper this is required in our
studies to graduate. And this is also for the next grade 11 it will serve as their guide for the research papers they will
also do next year, I hope this research will help them.

- Jianne

I am dedicating this to the new HUMSS students who will enroll in ICCT Colleges so that they can learn
something and get an idea of how to do research. I hope it will help them so that they will not have difficulty in
doing research. I hope we can be a good example to them and inspire them to study.

- Jonnalie

I dedicate our research to my fellow students and also to my siblings. Because this research will help them to
develop their critical thinking skills and raise their level of selfesteem.
- Shela

iv
 ABSTRACT

This research aims to explore the role of humanities and social sciences

education in developing critical thinking skills among HUMSS (Humanities and

Social Sciences) strand students. The study will investigate the current state of

humanities and social sciences education in the HUMSS strand, Additionally,

the researcher will conduct a survey with students to gather insights on their

perception and experiences regarding the development of critical thinking skills

in the HUMSS strand.Construction of the instrument,Validation,Distribution,

Data Gathering, Administration and retrieval of the Questionnaire

Checklist,Tally,Computation Interpretation,Analysis, Presentation of the Result

are the procedures that were employed in this investigation achieving the

desired results. The grade 11 HUMSS Strand students are given the survey the

majority of responses are between the ages of sixteen and twenty and most of

the respondents in terms of sex are female. The study showed that most

students encouraged the interdisciplinary thinking on the other hand, Some

other students believe that it focuses on interpretation and analysis. Most

students moderately raise their self-esteem in practicing their Critical Thinking

skills when it comes on The level of understanding skills of HUMSS students to

raise their self- esteem in practicing their critical thinking skills The researchers

concluded that 100 percent of HUMSS strand students Agreed that Humanities

and Social Science really help to develop the critical thinking skills of the student

.The data gathered will be analyzed to identify common themes and patterns,

as well as any divergent or contrasting perspectives among the students. Based

on the study’s findings, the researchers also include a recommendation, such

as students are encouraged to find ways or strategies that they can use to make

their learning easier and more effective The students are recommended to have

designated study area that free of noise and distractions so they can focus more

on discussions that will help them increase their self-esteem and. The other

variables that were not considered in this study can be analyzed as a recomme

v
ndation for further study on exploring the role of humanities and social science

education in developing their critical thinking skills of HUMSS students. It will

provide valuable insights into the ways in which these subject contribute the

meeting social challenges and promote a deeper understanding of human

behavior and interaction. Ultimately, this study aims to increase awareness and

appreciation for the role of humanities and social sciences education in

fostering critical thinking skills among HUMSS strand students. By

understanding the impact of these subjects on their ability to critically analyze

information, solve problems, and engage with society, educators can better

tailor their curriculum to enhance the development of these skills.

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 TABLE OF CONTENTS

Page

TITTLE PAGE……………………………………….………………………………i
APPROVAL SHEET……………………………………….……………………….ii
ACKNOWLEDGEMENT…………………………………………………………..iii
DEDICATION ……………………………………….……………………………..iv
ABSTRACT……………………………………….………………………………...v
TABLE OF CONTENTS……………………………………….………………….vi
LIST OF TABLES…………………………………………………………………vii

Chapter

1 THE PROBLEM AND ITS BACKGROUND

Background and Purpose of the Study…………………………….01

Review of Related Literature………………………………………..03
Theoretical Framework.……………………………….……………..12
Conceptual Framework..…….……………………….………………14
Statement of the Problem...…………………………….……………15
Hypothesis…..…………………………….…………………………..16
Scope and Limitation of the Study..…………………………….…..16
Definition of Terms…...…….…………………………….…………..17

2 METHODOLOGIES OF RESEARCH AND SOURCES OF DATA

Research Design……………………………….……………………..18
Setting of the Study..….………………………………......................19
Subject of the Study……………………………….……………….....21
Sources of Data………………………………………………………..21
Procedure of the Study.…………………………….…………………22
Statistical Treatment.…………………………….……………….…...23

3 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Profile of Respondents…..…………………………….……………25
Overall Development of Critical Thinking Skills…….………….…27
Level of Understanding Skills..……………….……………………28
Student’s Perspective..………………………….………………….29

4 SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

Summary of Findings….…………………………….…………….30
Conclusions….…………………………….……………………….32
Recommendations….…………………………….………………..33

REFERENCES..…………………………….………………………………….34
APPENDICES….…………………………….…………………………………36
CURRICULUM VITAE………………………………….……………………..…..

vii
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the background and purpose of the study, theoretical
framework, conceptual framework, statement of the problem, hypothesis, scope
and limitations of the study, and definition of terms.

In today's rapidly evolving world, the importance of critical thinking skills

cannot be overstated. As society becomes more complex and interconnected,
individuals need the ability to analyze, evaluate, and navigate the vast amounts
of information available to them. One significant avenue for cultivating these
essential skills lies in humanities and social sciences education. In this context,
we aim to explore the role of humanities and social sciences education in
developing critical thinking skills among HUMSS (Humanities and Social
Sciences) strand students at ICCT Colleges. The HUMSS strand offers a
comprehensive curriculum that delves into various disciplines such as literature,
history, sociology, and philosophy, providing students with a diverse range of
knowledge and perspectives. Humanities and social sciences subjects offer a
unique framework that encourages students to question, analyze, and interpret
the world around studying literature, for instance, students learn to critically
analyze themes, characters, and symbolism, fostering their ability to think
deeply and make connections. Similarly, history provides a lens through which
students can understand the complexities of human behavior, societal changes,
and the impact of historical events. ICCT Colleges recognizes the significance
of humanities and social sciences education in nurturing critical thinking skills
among its HUMSS strand students. By integrating a robust curriculum that
emphasizes analytical thinking, effective communication, and problem-solving,
ICCT Colleges aims to equip students with the skills needed to thrive in their
academic pursuits and future careers. Through this exploration, we hope to
shed light on the specific approaches and methodologies employed by ICCT
Colleges to enhance critical thinking among HUMSS strand students.
Additionally, we seek to understand the students' experiences, challenges, and
the impact of humanities and social sciences education on their overall
intellectual growth and development. By recognizing the vital role of humanities
and social sciences education in developing critical thinking skills, ICCT
Colleges strives to empower HUMSS strand students to become active and
engaged citizens who can navigate the complexities of our world, contribute
meaningfully to society, and make informed decisions based on thoughtful
analysis and understanding. This study supported by The Philippine
Constitution, Art. As stated in Article XIV, Section 1, the State shall preserve and
promote the right of all people to highquality education at all levels and shall
take appropriate measures to ensure that such education is available to all. This
includes encouraging students to develop their critical thinking abilities.¹

The Department of Education's (DepEd) K-12 Basic Education Curriculum

emphasizes critical thinking development among pupils. The curriculum for the
HUMSS strand includes courses like philosophy, sociology, and political science
that are meant to foster critical thinking abilities. The Section 8 of DepEd Order
No. In 2015, through the Policy Guidelines on the Implementation of Grades 11
and 12 of the K-12 Basic Education Curriculum, it was emphasized that one of
the main objectives of the senior high school curriculum should be to promote
higher order thinking abilities, particularly critical thinking".²

Memorandum Order No. 20 of the Commission on Higher Education

(CHED), s. The General Education Curriculum, or 2013, acknowledges the
significance of the humanities and social sciences in helping students improve
their critical thinking abilities. The curriculum includes courses like History,
Philosophy, and Social Science that are meant to foster critical thinking
abilities.³

In conclusion, the Constitution of the Philippines and educational

programs both emphasize the value of pupils learning to think critically. The
humanities and social sciences are included in both the K-12 Basic Education
Curriculum and the CHED General Education Curriculum, and both play a
significant role in encouraging students in the HUMSS strand to develop critical
thinking abilities. According to Maria Lordes Alvior and Maria Jovita Mendoza
(2018) Discusses the importance of teaching critical thinking skills in the
humanities and social sciences. It defines critical thinking as a process of
analyzing, evaluating, and synthesizing information to make reasoned
judgments and decisions.The authors argue that critical thinking skills are
essential for students to succeed in their academic and professional lives the
literature on teaching critical thinking in the humanities and social sciences,
focusing on instructional strategies and assessments.They discuss the role of
questioning, inquiry-based learning, and problem-solving in developing critical
thinking skills. The article also examines the use of technology, such as online
discussions and digital media, to enhance critical thinking. Another key theme
of the article is the importance of assessment in promoting critical thinking.The
authors argue that assessments should be designed to measure students'
abilities to analyze and evaluate information, rather than just their knowledge of
facts.The article concludes with a call to action for educators to incorporate
critical thinking skills into their curricula and to prioritize the development of
these skills in their students.⁴

Based on Rosabella M. Villafuerte (2018) the importance of developing

critical thinking skills in the humanities and social sciences.Villafuerte presents
a case study of a university in the Philippines that implemented a program
aimed at enhancing critical thinking skills among students. The program
involved incorporating critical thinking components into the curriculum, such as
active class discussions, question-based assessments, and critical writing
assignments. The study found that students who participated in the program
showed improved critical thinking skills, particularly in their ability to analyze
and evaluate information. Villafuerte highlights the role of teachers in promoting
critical thinking skills and the need for teaching strategies that engage students
in critical thinking.She also argues that critical thinking skills are crucial in
developing a citizenry that can actively participate in society and contribute to
addressing social issues. Overall, the article emphasizes the importance of
developing critical thinking skills in the humanities and social sciences,
particularly in developing countries like the Philippines where critical thinking is
often undervalued.⁵

Jericho Sanchez (2018) says Humanities and social sciences education

play a vital role in developing critical thinking skills among students, especially
those who pursue a humss strand.Critical thinking is the ability to analyze and
evaluate information critically.It is the ability to separate facts from opinions and
to assess the reliability and validity of sources. The humss strand is designed
to provide students with a comprehensive understanding of human behavior,
literature, philosophy, and social systems.It aims to develop the analytical and
communication skills necessary to make informed decisions, solve problems,
and communicate effectively. As reported by Michelle C. De Leon and Jhoanna
Lynn B. Cruz (2017)Teaching critical thinking in the humanities and social
sciences is a crucial aspect of education in the Philippines.It is because the
discipline requires learners to evaluate ideas, texts, and policies critically.The

2
ability to analyze different perspectives and information sources is necessary to
promote informed decisionmaking, problem-solving, and social change. The
article highlights various practices that promote critical thinking in the
humanities and social sciences.These practices include the incorporation of
experiential learning, interactive teaching, and collaborative inquiry into the
teaching and learning experience. Experiential learning is a method that
promotes critical thinking by allowing learners to engage with real-world
experiences.The use of field trips, case studies, and simulations enables
students to connect classroom learning to their lives beyond the
classroom.Students can explore social issues and analyze information within
the context of a broader social environment. Interactive teaching methods,
including Socratic questioning, debates, and class discussions, encourage
learners to engage with different perspectives, exchange ideas, and develop
informed opinions.These methods allow learners to evaluate information
critically and develop their own framework of thought.⁷

As stated by Rhea Mae Reyes and Edna Belleza. (2018) The study
conducted by Rhea Mae Reyes and Edna Belleza focused on enhancing critical
thinking skills among Humanities and Social Sciences (HUMSS) strand
students in the Philippines. The researchers aimed to identify the factors that
influence critical thinking skills, the challenges in enhancing these skills, and
the strategies that can be used to improve them. The data for the study was
collected through questionnaires, focus group discussions, and
observations.The participants were selected from two senior high schools in the
Philippines, and the sample size was HUMSS strand students. The study found
that several factors influence the development of critical thinking skills among
HUMSS students, including teacher guidance, motivation, cognitive ability, and
exposure to diverse perspectives.However, the researchers also identified
several challenges in enhancing these skills, such as the lack of resources, time
constraints, and the students' prior knowledge and beliefs. The study proposed
several strategies for improving critical thinking skills, such as incorporating
critical thinking activities in the curriculum, promoting classroom discussions
and debates, providing feedback on the students' thinking processes, and
teaching skills for evaluating information.⁸

According to Alandejani, Jehan A. (2021) a shared learning outcome for

baccalaureate programs is for students to think critically and utilize critical
thinking skills. However, education in Saudi Arabia seems to has focused more
on rote memorization. Critical Thinking (CT), one of several essential skills
regarded in college outcomes, has become a vital citizenry skill in Saudi. In this
study, the researcher examined whether or not instructors apply CT or use its
components in their teaching. This study offers professional development
specialists insight on what to focus on when planning and developing critical
thinking workshops. Participants in this study included instructors from a
smallsized university in Saudi Arabia. A descriptive analysis, multiple
regression, and MANOVA tests were implemented. The results of this study
indicated that the majority of instructors use CT within their lectures.
Furthermore, the results showed that younger instructors seem more likely to
implement CT activities. There was no significant difference between science
disciplines and humanities disciplines when implementing CT in their classes.⁹

Sahin, Mehmet and Hashim, Haslinda (2019) says knowledge and skills
are the central themes of an education system. Nowadays, the main focus in
on skills generally and on thinking skills specifically. The principle adapted
currently context, thinking skills and specifically critical thinking is to be
considered in curriculum development process. The critical thinking helps the
learners to express their opinions on the scientific or social issues, making

3
decisions, constructing plans and solving their problems. This study aims to
determine the impact of utilizing critical thinking skills in education. In fact,
educators believe that critical thinking is important because criticism leads to
creativity, criticism and creativity. The results of this process will help problem
solving, innovation and development. But the challenge here is how learners
can have the required critical thinking skills. The role of the teacher in
developing the skills of critical thinking is another challenge. The data for this
qualitative research was collected with the help of face to face interview, focus
group discussion with participation of 8 teachers of Science and Religion for the
intermediate stage in Palestine during 2018-2019. The data were analyzed and
the findings were given under subtitles.¹⁰

As explained by Alharbi, Badr (2022) saudi teachers are unsure how to

include critical thinking into their classrooms. This study aimed at identifying the
knowledge of Saudi teachers regarding critical thinking skills and exploring their
attitudes towards improving Saudi students' critical thinking skills. To identify if
there are statistically significant differences at the level of significance (0.05)
between the response averages of the study sample members about the
degree of assessment of Saudi teachers about their knowledge of self-critical
thinking skills due to the variables (specialization, experience, and gender), the
quantitative approach was used employing a three-part questionnaire as the
study's instrument to achieve objectives. The first part gathered the
demographic information of the participants focusing on three variables:
"specialization," "years of experience," and "gender The second part was
designed to assess the participants' critical thinking abilities. The third part was
to determine the participant’s attitudes about improving students critical thinking
skills. The sample of the study consisted of (408) teachers (male and female)
who were teaching at secondary school level in Hail City, Saudi Arabia during
the academic year 20202021. The results revealed that the level of Saudi
Teachers' knowledge of critical thinking skills was high and that their attitudes
towards improving students' critical thinking skills were positive. Statistically,
there were significant differences in favor of the "sciences specialization" versus
the "humanities specialization" in the questionnaire's two objectives. On the
other hand, there were no statistically significant differences in the "gender" and
"years of experience" variables. For future research, there is still a need to
further examine Saudi teachers' critical thinking skills and their attitudes towards
improving Saudi students' critical thinking skills. Its relevance to e-learning and
adaptable settings is also discussed. Future research could look into the many
interactions between different learning methods and strategies utilized in the
development of camel thinking.¹¹

Based on Calgary, Alberta (2022) to promote the development of critical

thinking abilities in an introductory undergraduate humanities course in the
context of mass higher education, we implemented a course design that
employed a series of scenario-based multiple-choice questions (MCQs) and
informal peer discussions. Using an online survey to gather perception data and
self-reported behavioral data, this study examines the extent to which the
course design was effective to promoting critical thinking and student
experience. Deductive analysis of students qualitative responses indicate that
the course design was successful in promoting students' development of critical
thinking. Both deductive and inductive analysis of students' qualitative
responses also suggest that students largely had favorable attitudes towards
this course design,though there are also some who express concerns. Our
design may be useful for instructors and instructional designer aiming to
promote critical thinking and learning in university courses.¹²

4
 As stated by Barczak, Timothy J. (2022) the ability to think critically is a
defining characteristic of humanity, setting humans apart from the rest of the
animal kingdom. To perceive future consequences of an action, idea, or
decision and then adjust these actions, ideas, and decisions accordingly is an
integral part of existing as conscious beings in the world. Moreover, critical
thinking is an essential part of living together with others and sustaining liberal
democratic practices which gradually move towards a more equitable and just
world. While consensus abounds around the existence of critical thinking as a
human capability, an exact definition is rather elusive and veritable.
Nonetheless, some considerable agreement can be found in the understanding
that critical thinking entails, among other things, respect for evidence, reflective
skepticism, and open-mindedness among other attitudes and dispositions
cultivated during education. In this article, Timothy Barczak discusses the role
of critical thinking in education. As a point of departure, Barczak examines
Harvey Siegel's robust conception and belief that critical thinking is central to
the educational project and flourishing human individuals. Siegel's framework
provides a foundational and nuanced understanding of critical thinking upon
which Barczak discusses Anthony Laden's belief that reasoning is a social
project. Ultimately, Barczak argues that a complete, robust understanding of
critical thinking involves the recognition of these theories as compatible with
one another other. Barczak concludes by noting some important ways that
critical thinking as a social endeavor, and not one done in isolation, is important
for education in democratic societies.¹³

Overall, the study highlights the importance of developing critical thinking

skills in HUMSS students and provides insights into the factors that influence
these skills.The findings can be used to design effective teaching strategies that
promote critical thinking in the humanities and social sciences.

5
Theoretical Framework

This study is based on the premises of social constructivism and

constructivist learning theories by Lev Vygotsky. Social constructivism
emphasizes that knowledge is actively constructed by learners based on their
experiences and social interactions with others. Constructivist learning theory
posits that learning is an active, ongoing process of constructing meaning from
experience. The focus is on the role of humanities and social science education
in developing critical thinking skills among HUMSS strand students in ICCT
Colleges. Humanities and social sciences are traditionally considered to be
fields that enable students to think critically about the world around them. Thus,
the study aims to investigate how these disciplines can be harnessed to aid in
the development of critical thinking skills.

The study assumes that HUMSS strand students are already equipped
with basic critical thinking skills that they have acquired in the course of their
previous educational experiences. However, the study seeks to explore how
these students can further develop their critical thinking skills through the study
of humanities and social sciences. The theoretical framework proposes that the
integration of humanities and social sciences education in the HUMSS
curriculum can create a learning environment that fosters the development of
critical thinking skills. The study asserts that humanities and social sciences
education can equip students with the tools and skills to evaluate information,
analyze complex issues, and communicate effectively.

6
Conceptual Framework

INPUT PROCESS OUPUT

1. What is the
profie of the
respondents in
terms of:
1.1 Age
1.2 Sex
• Construction of the
1.3 Strand
instrument
1.4 Grade level
2. How does the • Validation “Exploring the role of
integration of • Distribution Humanities and
Humanities and
Social Science • Data Gathering
Social Science
education in • Administration and
curriculum retrieval of the Education in
contribute to the Questionnaire
overall checklist Developing Critical
development of • Tally thinking Among
critical thinking
among HUMSS • Computation
HUMSS Strand
strand students? • Interpretation
3. What is the level Students”
• Analysis
of understanding
skills of HUMSS • Presentation of the
students to raise Result
their self-esteem
in practicing their
critical thinking
skills?
4. Will the HUMSS
strand really
help to develop
the critical
thinking skills of
the students?

FEEDBACK

Figure 1: Conceptual Model of the Study

7
 Based on the theory presented, the study is guided by a conceptual model
utilizing the Coombs system approach which is the input, process and output.

As shown in the figure for the first frame to the input consists of the
respondents described in terms of profile of the respondents, the study to
explore the role of humanities and social science education in developing
critical thinking skills among HUMSS Strand students.

The second frame refers to the steps undertaken in the conduct of the
study such as construction of instrument and validation of the instrument,
administration and retrieval of the questionnaire-checklist, presentation,
tabulation, and interpretation of data.

The third frame is the output which consists of the determined "the
exploring the role of humanities and social sciences education in developing
critical thinking among humss strand students"

The line from the output leading back to process and input is called the
feedback which means that there is a continuing process and when there are
errors committed along the line, the researcher may go back either to the
process or output.

8
Statement of the Problem

The main objective of the study is to explore the role of humanities and
social sciences education in developing critical thinking among humss strand
students specifically, this seeks answer to the following questions;

1. What is the profile of the adolescents in terms of:

1.1 . age
1.2 . sex
1.3 . strand
1.4 ; grade level
2. How does the integration of Humanities and Social Sciences education in the
curriculum contribute to the overall development of critical thinking skills among
HUMSS strand students?
3. What is the level of understanding skills of HUMSS students to raise their
self- esteem in practicing their critical thinking skills?
4. Will the HUMSS strand really help to develop the critical thinking skills of the
students?

Hypothesis

This study hypothesizes that most of the the student will know the
importance in terms of exploring the role of humanities and social sciences
education in developing critical thinking skills among HUMSS Strand Students.

Scope and Limitations

This study will focus on HUMSS strand students in a specific educational

institution, and may not be generalize to other strands or schools. The research
will explore the role of humanities and social sciences education in developing
critical thinking skills among students, and as such, will only measure these skills
specifically.

The study will use a mixed-methods approach, including surveys and

interviews to gather data from participants. There may be limitations in self-
reporting by student participants, as they may over- or under-report their critical
thinking skills. The research may face limitations in terms of sample size,
depending on the number of participants who choose to participate in the study.
The results of the study may be affected by external factors such as the
participants' prior educational experiences, socio-economic status, and cultural
backgrounds.

9
Definition of Terms

ANALYZING- examine methodically and in detail the constitution or structure of

(something, especially information), typically for purposes of explanation and
interpretation.¹⁴

CRITICAL THINKING- the objective analysis and evaluation of an issue in order

To form a judgement. ¹⁵

DEMOGRAPHIC- relating to the structure of population. ¹⁶

ELUSIVE- difficult to find, catch, or achieve. ¹⁷

EVALUATING-form an idea of the amount, number, or value of; assess.¹⁸

FLOURISHING- developing rapidly and successfully thriving. ¹⁹

LITERATURE -written works, especially those considered of superior or lasting

artistic merit.²⁰

PHILOSOPHY- the study of the fundamental nature of knowledge, reality, and

existence, especially when considered as an academic discipline.²¹

REGRESSION-a return to a previous and less advanced or worse state,

condition, or way of behaving. ²²

RELIABILITY – the quality of being able to be trusted or believed because of

working or behaving wel. ²³

SOCIOLOGY- the study of social life, social change, and the social causes and
consequences of human behavior. ²⁴

SYNTHESIZING- to form (a material or abstract entity) by combining parts or

elements. ²⁵

SELF-ESTEEM- is how we value and perceive ourselves. ²⁶

SKEPTICISM- a skeptical attitude; doubt as to the truth of something.²⁷

VAST- very great extent or quantity; immense.²⁸

10
 Chapter 2

METHOLOGY OF RESEARCH AND SOURCES OF DATA

This chapter presents the research design, setting of the study, subject of
the study, sources of data, procedure of the study, and statistical treatment.

Research Design

The researchers employed the descriptive research method. Descriptive

research design is a scientific method which involves observing and describing
the behavior of a subject. It is concerned with condition of relation that exist;
practices that prevail; processes that are going on; effects that are being felt or
trends that are developing.1

The descriptive method also known as observation, as a research tool,

comes with both advantages and disadvantages that impact its application. By
merely observing at a given instance without any manipulation in its natural
context, it makes the behaviors exhibited more credible because they are
occurring in a real, typical scenario as opposed to an artificial one generated within
a lab. The research design was appropriate for this study because the researchers
believed that descriptive research provides data and information of the
respondents and its environment.2

Through this method, the researcher wanted to know the previous and
current employment status of the respondents, if there is no significant
relationship between the employ-ability status of the respondents to their profiles
and to have an additional information about the respondents who graduated in the
year 2016- 2017 as basis if the graduates are employable based on their
background.

Setting of the Study

The study was conducted at ICCT Colleges in Antipolo, Rizal, where the
subject of the study is enrolled.

ICCT Colleges, is a tertiary education provider with campuses located in

the Province of Rizal, Philippines. In 1992, the Founding President and presently
the Chairman of the Board of Trustees, Dr. William Santos Co. conceptualized the
birth of Information & Communication Technology education in the Province of
Rizal and administered the growth of ICCT Colleges Foundation, Inc. at the
commercial district of Cainta, Rizal, Philippines. It started its operation in
December 15, 1992 with a non- degree program recognized by the Technical
Education & Skills Development Authority (TESDA). It has campuses located in
Cainta, Sumulong (Cainta), San Mateo, Cogeo. Antipolo, Taytay, Binangonan, and
Angono. The study was conducted at Antipolo campus. Antipolo is a city east of
Manila in the Philippines. It's known as a Catholic pilgrimage site. In the Antipolo
Cathedral, the shrine to Our Lady of Peace and Good Voyage has a 17th-century
statue of the Virgin Mary, and attracts thousands of visitors each year. Aside from
the Antipolo Cathedral, there are other tourist attraction that you can visit in
Antipolo like Pinto Art Museum, Hinulugang Taktak, Cloud 9. Luljetta's Hanging
Gardens and Spa, and many more. Antipolo City is also known for fresh cashew
nuts, suman, and other delicacies that are widely known to the Philippines." 3
 Figure 2

Map of ICCT Colleges, Antipolo City

12
 The subject of the study is mainly about the academic year 2022-2023, 25
Grade 11 HUMSS STRAND students at ICCT COLLEGES ANTIPOLO served as
the study's subject. 25 respondents (65.4% of female respondents and 38.5% of
male respondents) were selected from two sections, A002 and M002,
respectively.24 respondents for 16-20 years old and 1 respondents for 25-30
years old in terms of age. 92.3% of respondents believe that the HUMSS strand
promotes interdisciplinary thinking: History, literature, sociology, philosophy, and
political science are just a few of the fields that HUMSS courses frequently
incorporate.15.4% of respondents believe that the HUMSS strand focuses on
analysis and interpretation:

The interpretation and analysis of texts, artifacts, and cultural phenomena is

emphasized in a lot of HUMSS courses.In order to boost their self-esteem and
practice their critical thinking skills, a lot of students select number 3 on the scale
of 1 to 5 for the level of HUMSS students' understanding skills.100% of the
students concur that the HUMSS strand really helps students develop their critical
thinking skills.

Sources of Data

To assess the role of Humanities and Social Science education in

developing critical thinking skills among HUMSS STRAND STUDENTS Using
Gforms, the researchers created an appropriate and precise questionnaire-
checklist to collect the necessary data for our study. We sent the G-Forms link to
our fellow HUMSS Strand students via messenger in order to distribute the
questionnaire and inquire about their thoughts regarding the HUMSS Strand's
critical thinking development. The questionnaire includes profile of the
respondents, How does the integration of Humanities and Social Sciences
education in the curriculum contribute to the overall development of critical
thinking skills among HUMSS strand students, What is the level of understanding
skills of HUMSS students to raise their self-esteem in practicing their critical
thinking skills and Will the HUMSS strand really help to develop the critical thinking
skills of the students. We will be able to conduct the research problem with
sufficient data and to those questions and the responses provided by HUMSS
Strand students.

Moreover, we obtained the additional information we needed from articles

on Google that were relevant to our study. Surveys, Data Analysis, and Data
Searching the methods employed in the current study to achieve the desired
outcomes. The gathered data will help us to support the given arguments in our
study.

Procedure of the Study

The researchers crafted the questionnaire-checklist based on supporting

literature and sought experts to validate them. After the instrument was validated,
they scheduled a date to administer the questionnaire-checklist to the
respondents. During the scheduled dates, the researchers look to the
respondents via their email and their whereabouts over a span of months to
interview and to send or administer the questionnaire-checklist. The
questionnaires were then gathered and organized. The data gathered from the

13
questionnaire-checklist was then summarized and analyzed. Conclusions and
recommendations were drawn from the results of the analysis. The research
paper underwent necessary revision in preparation after those suggestions and
recommendations from the subject professor were incorporated. It was then
submitted to the subject professor for the finalization of hard bound copies of the
study.

Statistical Treatment

In order to analyze the data, the researchers used the following different
statistical tools in answering the problems of the study: Problem number 1. To
determine the profile of the respondents in terms of Age, gender, grade level and
strand. Percentage, Frequency and ranking were used. Problem number 2. To
determine how does the integration of Humanities and Social Sciences education
in the curriculum contribute to the overall development of critical thinking skills
among HUMSS strand students. The data acquired was tend through the
application of the following: In treating the demographic profile of the respondents,
frequency and Percentage and Ranking distribution were employed using the
following formula.

To determine the students' participation and performance in class. Likert

scale were used. A Likert scale is a rating scale used to measure opinions,
attitudes, or behaviors. It consists of a statement or a question, followed by a
series of five answer statements. Respondents choose the option that best
corresponds with how they feel about the statement or question. The following
codes will be used:

Rating Scale Scale Interval Verbal Interpretation

5 4.21-5. 00 Strongly Agree

4 3.41-4. 20 Agree

3 1.61-3. 40 Undecided

2 1.81-2. 60 Disagree

1 1.00-1. 80 Strongly Disagree

Weighted Arithmetic Mean is used by the researcher to determine the

impact of online learning on the academic performance of students. The formula
for weighted arithmetic mean is:

14
 CHAPTER 3

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter shows the presentation, analysis and interpretation of data

based on the problem of study. The profile of respondents in terms of age,
gender, grade level.

Table 1

Profile of respondents in terms of age

AGE F %

16-20 yrs old 25 96.15

21-30 yrs old 1 3.85

TOTAL 26 100%

Table 1 presents the profile of the respondents in terms of their age.

It can be observed from the table that most of the respondents are in the
age of 16-20 years old with a frequency of 25 or 96 percent of the sample
population. Amidst the population's aging, it is commonly believed that older
HUMSS students struggle more in their field and face greater challenges.

Table 2

Profile of Respondents in terms of gender

SEX F %

Male 9 34.61

Female 17 65.39

TOTAL 26 100%

Table 2 presents the profile of the respondents in terms of gender.

It can be observed from the table that the larger number of the
respondents are female, with a frequency of 17 or 65.38 percent. And on the
other hand the frequency of 9 or 34.61 percent who responded to male.
 Table 3

Profile of Respondents in terms of grade level

Grade level F %

Grade 11 26 100%

Table 3 presents the profile of respondents in terms of grade level.

It can be observed from the table that most of the respondents were grade
11 HUMSS students with a frequency of 26 or 100 percent of the sample
populations.

Table 4

The integration of Humanities and Social Sciences education in the

curriculum contribute to the overall development of critical thinking
skills among HUMSS strand students.

Integration of Humanities and Social

Science education in the curriculum
Frequency Percentage Rank
contribute to the overall development of
critical thinking skills.

It encourages the interdisciplinary

thinking: HUMSS courses often draw
from multiple disciplines such as history, 24 92.30 1
literature, sociology, philosophy, and
political science.

It focuses on interpretation and analysis;

many HUMSS courses emphasize the
4 15.38 2
interpretation and analysis of texts,
artifacts and cultural phenomena.
*Multiple responses allowed

It can be observed from the table that most students encourage the
interdisciplinary thinking with a frequency of 24 or 92.30% and on the other
hand. Some other students believe that it focuses on interpretation and analysis
with a frequency of 4 or 15.38% of the sample populations.

16
 Table 5

skills among HUMSS strand students. The level of understanding skills of

HUMSS students to raise their self-esteem in practicing their critical
thinking skills

Statement Wx Verbal Interpretation Rank

The level of
understanding
skills of HUMSS
students to raise
3 Moderate 1
their self-esteem in
practicing their
critical thinking
skills.

It can be observed from the table that most students moderately raise their
selfesteem in practicing their critical thinking skills with a response o 13.

Table 6

Presents if the HUMSS strand really help to develop the critical thinking
skills of students

It can observed from the table that most of the respondents voted Yes with
the frequency of 26 or 100 percent. They really agreed that the HUMSS strand
really help to develop the critical thinking skills of the students.

17
 CHAPTER 4

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusion and

recommendation offered.

Summary of Findings Based on the analysis and interpretation of data,

the following are hearby summarized.

1. Profile of the Respondents

1.1. In terms of age, most of the respondents are in the age of 16-20 years
old with a frequency of 25 or 96 percent of the sample population. Amidst the
population's aging, it is commonly believed that older HUMSS students struggle
more in their field and face greater challenges.
1.2. Most of the respondents in terms of sex are female, with a frequency
of 17 or 65.38 percent. And on the other hand the frequency of 9 or 34.61
percent who responded to male.
1.3. Most of the respondents were grade 11 HUMSS students with a
frequency of 26 or 100 percent of the sample populations.

2. The Role of Humanities and Social Sciences Education in Developing

Critical Thinking Skills among HUMSS Strand Students.

The study showed that most students encouraged the interdisciplinary

thinking with a frequency of 24 or 92.30% and on the other hand. Some other
students believe that it focuses on interpretation and analysis with a frequency
of 4 or 15.38% of the sample populations.

3. The level of understanding skills of HUMSS students to raise their self-

esteem in practicing their critical thinking skills.

Most students moderately raise their self-esteem in practicing their critical

thinking skills with a response o 13.

4. Student's Perspective if the HUMSS strand really help to develop the

critical thinking skills of students.

Most of the respondents voted Yes with the frequency of 26 or 100

percent. They really agreed that the HUMSS strand really help to develop the
critical thinking skills of the students.
Conclusion

Based on the findings of the study it can be concluded that:

The researchers concluded that the inclusion of Humanities and Social

Sciences education in the curriculum helps students in the HUMSS strand to
strengthen their critical thinking abilities generally in a way of it encourage the
interdisciplinary thinking HUMSS course often draw from multiple disciplines
such as History, Literature, Sociology, Philosophy and Political Science which
accounts for the highest frequency of 24 or 92.30 percent. On the other hand
the lowest ranked of the students in the HUMSS strand benefit from the
integration of Humanities and Social Sciences education in the curriculum by
developing their critical thinking skills is the option number two which is it
focuses on interpretation and analysis that has a frequency of 4 or 15.38
percent.

In summary, that HUMSS strand really encourage the interdisciplinary

thinking HUMSS course often draw from multiple disciplines while focusing on
interpretation and analysis it is not so helpful to develop the critical thinking skills
of HUMSS strand students. The researchers concluded that the level of
understanding skills of HUMSS students to raise their self-esteem in practicing
their critical thinking skills is in the level of moderate which has a frequency of
13.
On the other hand the Very high and High level of understanding skills of
HUMSS students to raise their self-esteem in practicing their critical thinking
skills has the same frequency of 7. In summary, many HUMMS students is in
the middling level of raising their self-esteem in practicing their critical thinking
skills. The researchers concluded that 100 percent of HUMSS strand students
agreed that Humanities and Social Science really help to develop the critical
thinking skills of the students.

19
Recommendations

Based on the findings of the study, the following recommendations are

hereby presented:

1. The students are recommended to have a designated study area that free of
noise and distractions so they can focus more on discussions that will help them
increase their self-esteem.

2. Teachers should encourage students to participate in group activities,

discussions, and projects to enhance their interaction and socialization with
other people, to expand their critical thinking and thereby increase their
selfesteem as well as their confidence.

3. The other variables that were not considered in this study can be analyzed
as a recommendation for further study on exploring the role of humanities and
social science education in developing their critical thinking skills of HUMSS
students.

4. Students should always be prepared for the technical issues. By learning the
study of Exploring the Role of HUMSS Education in Developing Critical Thinking
Skills in Students will help them to increase their level of selfesteem and critical
thinking skills. And they should be prepared for the issues they will face so that
their learning won't interrupted.

5.Students are encouraged to find ways or strategies that they can use to make
their learning easier and more effective. While learning of how they

6. Can raise their level of self-esteem and also developing their critical thinking
skills.

20
 Reference
Online Sources

This study supported by The Philippine Constitution, Art. As stated in Article XIV,
Section1https://www.officialgazette.gov.ph/constitutions/the-1987-constiti
on-ofthe-republic-of-the-philippines/the-1987-constitution-of-the-republic-
of-the- philippinesarticlexiv/#;~:text=Section%201.,such%20education%
accessible%20to%20all

The section 8 of DepEd Order No. In 2015, through the Policy Guidelines on
the Implementation of Grades 11 and 12 of the K-12 Basic Education Cur
riculumhttps://www.deped.gov.ph/2015/04/01/do-8-s-2015-policy-guidline
-on-classroomassessment-for-the-k-to-12-basic-education-program/

Arellano University School of Law https://arellanolaw.edu › imgsPDF Supreme

Court of the PhilippineJericho Sanchez (2018)

A vital role in developing critical thinking skills among students, especially those
who pursue a humss strand. https://www.ijhssnet.com/

Arellano University School of Law https://arellanolaw.edu › imgsPDF According

to Alandejani, Jehan A. (2021)

https://www.researchgate.net ›
Jehan ALANDEJANI | Professor (Associate) | Doctor of Philosophy |
Education

Department of Education (.gov) https://eric.ed.gov › …

Critical Thinking in Education: The Case in Palestine, Online Submission
2019-Jun https://www.slideshare.net/xicowner/ched-memorandum-order
no20-s2013

This study was conducted at the ICCT Colleges in Antipolo Campus, Rizal
where the subject of this study is enrolled. https://icct.edu.ph/

21
 Appendix A

Gant Char of Activities

Activities May June July August

1) Proposing Tittle

2) Preparing for Chapter 1

3) Searching for legal basis

4) Search for literature review and

some studies

5) Revision Chapter 1

6) Preparation on Chapter 2

7) Revision of Chapter 2

8) Preparation for Chapter 3

9) Make questionnaire for respondents

10) Distribute the questionnaire

11) Permission to Conduct the studies

12) Administration of the Questionnaire

checklist
13) Retrieval of the Questionnaire
checklist
14) Tallying, Tabulating and Analysing of
the Questionnaire checklist

15) Preparation of Chapter 4

16) Revision of Chapter 3 and 4

17) Submission of Soft Copy

22
 Appendix B

l.

Profile of the Respondents

Direction:

The researchers are currently conducting a research entitled “Exploring

the role of humanities and social sciences in developing critical thinking skills
among HUMSS STRAND STUDENTS” Please answer the questionnaire
Honestly and without any mental reservations by shading the circles or by filling
in the blanks. Your responses will be treated with at most concern and
confidentiality.

Name:

Grade Level:

Section:

M002

A002

Sex:

Age:

ll.

Direction:

Please put a (✓) mark. Based on your opinion about the integration of
Humanities and social science education in the curriculum contribute to the
overall development of critical thinking skills among HUMSS Strand students.

The integration of Humanities and Social Sciences education in the Choices

curriculum contribute to the overall development of critical thinking
skills among HUMSS strand students
It encourages the interdisciplinary thinking: HUMSS courses often draw
from multiple disciplines such as, literature, sociology, philosophy, and
political science
It focuses of interpretation and analysis:
Many HUMSS courses emphasize the interpretation and analysis of texts,
artifacts, and cultural phenomena.

23
lll.

Direction:

Please designate your level of understanding skills as a HUMSS strand

students to raise your self-esteem in practicing your critical thinking skills. Put
a (✓) mark based on your level of understanding.

5 4 3 2 1

The level of
understanding skills
of HUMSS students
to raise their self-
esteem in practicing
their critical thinking
skills.

IV.

Direction:

Give your view about if the HUMSS strand really help you to develop your
critical thinking skills. Put a (✓) mark if you agreed that the HUMSS strand help
to develop your critical thinking skills.

Yes No

Does HUMSS strand

really help you to
develop your critical
thinking skills?

24
 Appendix C
Table C

Table 1

Profile of the Respondents of their Age

Age F %

16-20 yrs old 25 96.85

21-30 yrs old 1 3.15

TOTAL 26 100%

Table 2

Profile of the Respondents of their Gender

Gender F %

Male 9 34.61

Female 17 65.39

TOTAL 26 100%

Table 3

Profile of the Respondents of their Grade Level

Grade Level F %

Grade 11 26 100%

Table 4

The integration of Humanities and Social Sciences education in the

curriculum contribute to the overall development of critical thinking
skills among HUMSS strand students.

Integration of
Humanities and
Frequency Percentage Rank
Social Science
education in the

25
 curriculum
contribute to the
overall development
of critical thinking
skills.

It encourages the
interdisciplinary
thinking: HUMSS
courses often draw
from multiple
24 92.30 1
disciplines such as
history, literature,
sociology,
philosophy, and
political science.

It focuses on
interpretation and
analysis; many
HUMSS courses
emphasize the 4 15.38 2
interpretation and
analysis of texts,
artifacts and cultural
phenomena.
Multiple responses allowed

It can be observed from the table that most students encourage the Inter-
disciplinary thinking with a frequency of 24 or 92.30% and on the other hand.
Some other students believe that it focuses on interpretation and analysis with a
frequency of 4 or 15.38% of the sample populations.

Table 5

The level of understanding skills of HUMSS students to raise their self-

esteem in practicing their critical thinking skills
Verbal
Statement Wx Rank
Interpretation
The level of
understanding skills
3 Moderate 1
of HUMSS students
to raise their self-

26
 esteem in practicing
their critical thinking
skills.

It can be observed from the table that most students moderately raise their

self-esteem in practicing their critical thinking skills with a response o 13.

Table 6 presents if the HUMSS strand really help to develop the critical

thinking skills of students

It can observed from the table that most of the respondents voted Yes with

the frequency of 26 or 100 percent. They really agreed that the HUMSS strand

really help to develop the critical thinking skills of the students.

27
 Appendix D

Sample Computation

Frequency and Percentage Distribution

Gender F %

Male 9 34.61

Female 17 65.39

TOTAL 26 100%

Formula: P= f ÷ n × 100%

Computation:

P= 9 ÷ 26 × 100%. P= 17 ÷ 26 × 100%

P= 0.35 × 100%. P= 0.65× 100%

P= 34.61 65.39

Rating Scale

Statement Wx Verbal Interpretation Rank

The level of
understanding
skills of HUMSS
students to raise
3 Moderate 1
their self-esteem in
practicing their
critical thinking
skills.

28 ÷ 5 = 5.6

28
Resume

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