Thinking Skills and Learning Interest in World History of Junior High Students in a Public School

Abstract

World History's importance lies in its ability to enhance thinking skills and interest in understanding global events. Therefore, assessing students' thinking skills and interests is necessary to determine their inclination toward the discipline. Based on Cognitive Development Theory, this study aimed to assess the level of thinking skills and learning interests and their correlative relationship. A descriptive-correlational approach was used, and validated and reliability-tested questionnaires were administered to 294 junior high school students in a public school in Bacolod City, Philippines. The mean, standard deviation, and Spearman rank correlation were used for data analysis. Students displayed average thinking skills and a high level of learning interest. Additionally, no significant correlation was found between students' thinking skills and their interest in learning world history. This invalidated the anchored theory. Hence, continuous improvements in employing strategies are recommended to public school teachers to boost students' critical thinking abilities and engagement in the subject.

Proficiency Level and Challenges of Students in Disciplines and Ideas in the Social Sciences

“…Meanwhile, the Philippine educational system recognizes the significance of social science education in transforming students from mere observers to productive and informed citizens of society (Cena & Bual, 2021;Crisolo et al, 2021). Additionally, these sciences aim to produce critical thinkers, socially responsible and globally aware citizens (Montelibano et al, 2023;A. R. D. Santos, 2016).…”

“…Additionally, HUMSS students suffer from poor connectivity, insufficient learning resources, and uncomfortable learning environments at home and school (Alic & Bual, 2021). Several studies were conducted on social sciences in the Philippines, particularly on students' academic performance in blended learning environments (Junsay Jr & Madrigal, 2021;Santiago, 2022),, perceptions and motivations in the students' learning (Beboso & Bual, 2022), challenges and opportunities in teaching (Lazaga & Madrigal, 2021), thinking skills and learning interests in world history as a social science subject (Montelibano et al, 2023) and the teachers' conceptions in teaching social studies (Estrera, 2020). Meanwhile, some studies assessed the students' proficiency levels in economics (Quirao et al, 2023), contemporary issues (Rios et al, 2023), and biology (Manzanares & Linaugo, 2022).…”