ENHANCING STUDENTS’ SELF-REGULATION AND PERFORMANCE IN ARALING PANLIPUNAN THROUGH CONTEXTUALIZED FEEDBACK MECHANISMS IN THE POST-PANDEMIC PROMOTING CRITICAL THINKING SKILLS IN EDUCATION

The transition from two years of distance learning to face-to-face classes presented challenges related to students' behavior, compliance, assessment, and learning styles specifically in Araling Panlipunan subject. Considering these challenges, the researcher emphasized the role of self-regulation and feedback in shaping students’ academic processes. Thus, the researcher aims to put forward a comprehensive intervention specifically designed and contextualized feedback in the context of the new normal to help enhanced students self-regulated learning behavior and performance. The researcher employed an explanatory sequential mixed-methods research design. Two research instruments were used to compare the findings from quantitative to qualitative perspectives. Grade 10 respondents were identified through purposive sampling. Weighted mean, frequency, percentage, and paired sample t-test were used to analyze the result of the study. The findings revealed that there is an improvement in students' self-regulation and performance towards the Araling Panlipunan subject. Furthermore, the result of the paired t-test indicated that there is a significance difference on performance and self-regulation before and after the used of the intervention thereby concluding that contextualized feedback mechanisms was effective in enhancing students’ performance and self-regulated learning behavior. Finally, this study suggests expanding and integrating contextualized feedback to address learning gaps and a continuous periodic evaluation on the use of intervention. Full implementation and utilization were also encouraged.

-oOoThe

III at Paradise Farms National High School

author is Teacher

MICHELLE G. CALMA, MAED

Critical thinking is like giving students the tools to become superheroes of their minds. Imagine a classroom where questions are encouraged, ideas are explored, and everyone becomes a sharp thinker. Let's explore why promoting critical thinking skills is like opening the door to a world of possibilities. Critical thinking is like being a detective of knowledge. Instead of just accepting information, students with critical thinking skills question, analyze, and evaluate what they learn. It's like having a magnifying glass to examine ideas closely, turning the classroom into a thinking laboratory.

Another cool thing about critical thinking is that it encourages creativity. Imagine a classroom where students not only learn facts but also connect them in unique ways. It's like turning the classroom into an art studio where minds become vibrant canvases, ready to paint new and exciting ideas. Think of a classroom where problem-solving is an everyday adventure. Critical thinking involves finding solutions and making decisions based on careful thought. It's like turning challenges into puzzles to solve, making learning a hands-on and engaging experience.

Promoting critical thinking skills helps students become independent learners. It's like giving them a roadmap for exploring the world of knowledge on their own. With critical thinking, students become curious explorers, ready to navigate the vast landscapes of information. Promoting critical thinking skills in education is like giving students a powerful flashlight to illuminate the path of learning. By encouraging questions, fostering creativity, embracing problem-solving, and nurturing independent thinking, classrooms become dynamic spaces where students become not just consumers but creators of knowledge, ready to embark on a lifelong journey of discovery.

-oOoThe author is Doctor of Education major in Educational Management (CAR) and a Teacher III at Sto. Niño Elementary School, Magalang, Pampanga.