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I. Abstract
Learning critical thinking skills can also enhance learners’ academic performance. Rather than
relying on teachers and classroom time for instruction and guidance, learners with critical thinking skills Commented [PS1]: Possible source:
https://www.linkedin.com/pulse/what-importance-
become more independent and self-directed. This study aimed to enhance the critical thinking skills of benefits-critical-thinking-skills-islam
Commented [PS2]: Possible source:
Grade 7 learners of Binmaley School of Fisheries during the school year 2018-2019 through the use of https://www.linkedin.com/pulse/what-importance-
benefits-critical-thinking-skills-islam
Support Instructional Materials. The study used the descriptive method of research since it focused on the
enhancement of the critical thinking skills of Grade 7 learners through the use of Support Instructional https://econnect.net/OnStaffing
Materials based on the teacher-made test results. Frequency, percentage and weighted mean were used as https://www.researchgate.net/profile/Pheladi_Fakude/publ
ication/271623691_Reading_comprehension_trajectories_i
statistical tools to treat the data needed with the thirty (30) Grade 7 learners as samples in which their n_Sepedi_A_case_of_rural_Grade_7_learners/links/574450
0a08aea45ee84f5fa9/Reading-comprehension-trajectories-
in-Sepedi-A-case-of-rural-Grade-7-learners.pdf
level of performance was analyzed and interpreted. The findings of the study were the following: the
performance level of the Grade 7 learners based on the test results of their pretest at the Binmaley School https://www.researchgate.net/publication/317113297_The
_Correlation_Between_Self_Care_Behavior_and_the_Level
_of_Hba1c_of_the_Patients_with_Diabetes_Mellitus_Type_
of Fisheries, has a mean score of 13.20; the level of performance of the respondents based on the result of 2_in_Binjai_City_Sumatera_Utara_Province
their post-test after the intervention has a mean score of 25.43. The t-test was used as a statistical tool to Commented [PS6]: Possible source:
http://www2.uwstout.edu/content/lib/thesis/2011/2011ho
veg.pdf
determine the significant difference in the mean scores of the pretest and the post-test. Therefore, the
problems identified in line with the academic concerns of the Grade 7 learners should have possible http://www2.uwstout.edu/content/lib/thesis/2011/2011ho
veg.pdf
solutions. It is recommended to conduct a similar study in a wider scope to validate the findings. Commented [PS8]: Possible source:
III. Context and Rationale veg.pdf
One of the focal points of the K to 12 program is the development of critical thinking skills. With veg.pdf
the K to 12 graduates were envisioned to be equipped with the 21st -century skills, this necessitates that Commented [PS10]: Possible source:
practicing critical thinking strategies should be a daily occurrence in classrooms across the Philippines. veg.pdf
The high school English classroom is a logical environment to explicitly teach, and practice critical Commented [PS11]: Possible source:
thinking to develop life- long habits of mind. As Gonzales (2007) pointed out, if reading the world can veg.pdf
parallel to reading text, then literature (Philippine) offers an ideal vehicle for teaching the critical skills Commented [PS12]: Possible source:
necessary in the analysis. veg.pdf
However, it is alarming to note that the internal efficiency of the Philippine Educational System, Commented [PS13]: Possible source:
more particularly, its secondary schools has not been convincing since 2009. The Commission to Survey veg.pdf
2
Education in that year described the academic performance of the high school graduates as mediocre; an
observation has not improved since then. There was no indication that the high school learners improved Commented [PS14]: Possible source:
https://www.researchgate.net/publication/332979326_ANX
their academic achievement in all learning areas tested, as revealed by the results of the National IETY_TOWARDS_MATHEMATICS_AND_MATHEMATICS_PER
Achievement Test. This was considered as a cause for more concern in the case of public secondary FORMANCE_OF_GRADE_7_LEARNERS_European_Journal_o
f_Education_Studies
learners in the Schools Division Office of Pangasinan I. As evidenced by their performance in periodic
examinations, the learners have shown difficulty in English as a subject and a second language. https://www.researchgate.net/publication/332979326_ANX
IETY_TOWARDS_MATHEMATICS_AND_MATHEMATICS_PER
The sad status of the performance level of the learners who supposed to be ready for their college FORMANCE_OF_GRADE_7_LEARNERS_European_Journal_o
f_Education_Studies
work or their world of work after four years of secondary education and training may attribute to various
factors. One of which is the provision of learners’ materials as well as the adequacy and quality of support
instructional materials that can enhance their critical thinking skills. This compelled the teachers to make
use of support instructional materials to make up for this lack or dearth of learner’s materials. There were
teachers who admitted that the support instructional materials they used were somewhat adequately
provided, selections or stories that can stimulate the learners to think creatively were inadequate.
According to Crockett (2017), to engage students in critical thinking, the educator needs to use
instructional materials and acts as a facilitator of learning to allow for discussion and encourages a freer
thought process. Also, according to Vong (2017), an instructional model based on the cognitive approach http://www2.uwstout.edu/content/lib/thesis/2011/2011ho
veg.pdf
was used to enhance critical thinking among students. This also paralleled to the study of Bowers (2006)
stating that, designing and integrating instructional activities to teach students developed their critical http://www2.uwstout.edu/content/lib/thesis/2011/2011ho
veg.pdf
thinking skills because lectures and rote memorization seemed traditional.
Therefore, in this context that the study began. The research intends to comprehensively explore http://www2.uwstout.edu/content/lib/thesis/2011/2011ho
veg.pdf
current research, instructional materials, and strategies for incorporating critical thinking into high school
ENGLISH curricula. http://www2.uwstout.edu/content/lib/thesis/2011/2011ho
Moreover, to prepare high school learners to compete for employment in a global economy, they veg.pdf
must be able to think critically and strategically. Consequently, information and technology motivate Commented [PS20]: Possible source:
http://philosophy.hku.hk/think/critical/ct.php
global knowledge. One has to be able to deal with changes quickly and effectively. The new economy
places increasing demands on flexible intellectual skills, and the ability to analyze information and http://philosophy.hku.hk/think/critical/ct.php
integrate diverse sources of knowledge in solving problems. Thus, good critical thinking promotes such Commented [PS22]: Possible source:
http://philosophy.hku.hk/think/critical/ct.php
thinking skills and is very important in the fast-changing workplace. According to Emily Lai (2011),
educators have long seen critical thinking as a desirable educational outcome. More recently, the http://www2.uwstout.edu/content/lib/thesis/2011/2011ho
veg.pdf
Partnership for 21st Century Skills has identified critical thinking as one of several skills to prepare
students for post-secondary education and the workforce. Unfortunately, a problem existed because http://www2.uwstout.edu/content/lib/thesis/2011/2011ho
veg.pdf
critical thinking strategies are not consistently taught at the Binmaley School of Fisheries as indicated in
the interpreted results of periodic examinations. Neither are there adequate learners’ materials or support http://www2.uwstout.edu/content/lib/thesis/2011/2011ho
veg.pdf
3
instructional materials aimed at enhancing critical thinking among learners particularly in translating to a
populace that is ill-equipped to easily adapt to a rapidly changing world. Commented [PS26]: Possible source:
veg.pdf
IV. Proposed Innovation: Support Instructional Materials
The supplementary material is a medium enabling instruction to take place. This supplementary
instructional material in Grade 7 English is responsive to the K to 12 programs. Thus, innovation and the
fruition of its objectives dealt with. The said material facilitates exercises and motivates the learners into
thinking critically, analytically and creatively. This necessitates that support instructional materials take
into scope the approach and technique so that these are not only used to motivate; but, utilized, too, for
integration in the instruction.
V. Action Research Questions

This study aimed to enhance the critical thinking skills of the Grade 7 learners through the
utilization of support instructional materials in English at the Binmaley School of Fisheries during the
school year 2018-2019.
Specifically, it sought to answer the following sub-problems:
1. What is the level of performance of the Grade 7 learners in English during the pretest? Commented [PS27]: Possible source:
https://www.researchgate.net/profile/Pheladi_Fakude/publ
2. What is the level of performance of the Grade 7 learners in English after exposure to the ication/271623691_Reading_comprehension_trajectories_i
intervention based on the results of the post-test? n_Sepedi_A_case_of_rural_Grade_7_learners/links/574450
3. Is there a significant difference in the level of performance of the Grade 7 learners in English in-Sepedi-A-case-of-rural-Grade-7-learners.pdf
based on the pre-test and post-test results?
VI. Action Research Methodology

a. Participants/Sources of Data and Information
The Grade 7 learners at Binmaley School of Fisheries, enrolled during the School Year 2018-
2019 served as participants of the study. The classes grouped heterogeneously upon enrollment; no bias
assumed in terms of comparing the students in the initial set up of the study. The subjects were in one
intact class to prevent disruption to the normal teaching routine at the school.
b. Data Gathering Method

This study used a quasi-experimental design. There was a computation of mean scores during the
4
pretest and post-test. Thus, the results of the pretest using the teacher-made test used as the initial data to
determine the critical thinking skills of Grade 7 learners before the intervention. Post-test was
administered to the subject cases at the end of the study to find out the learners’ enhancement of critical
thinking skills as the final data after using the Support Instructional Materials as an intervention.
c. Data Analysis
After the data gathered, these subjected to the corresponding statistical treatment to arrive at the
answers to the specific problems.
As for the questions about their level of performance in English before and after exposure to the
intervention and the significant relationship between the results of the pretest and post-test, the collected
data were analyzed by arithmetic mean (x), standard deviation (S.D.) and t-test by using Microsoft Excel
2010.
VII. Discussion of Results and Reflection
The Level of Performance in English during the Pretest Commented [PS28]: Possible source:
https://www.researchgate.net/profile/Pheladi_Fakude/publ
The conduct of a pretest to Grade 7 learners assessed their level of performance in English. The ication/271623691_Reading_comprehension_trajectories_i
data in Table 1 shows how the said learners fared in the pretest. The mean for the pre-test score was n_Sepedi_A_case_of_rural_Grade_7_learners/links/574450
considerably low at 13.20. This shows a low-level performance of Grade 7 learners in English. This in-Sepedi-A-case-of-rural-Grade-7-learners.pdf
implies low critical thinking skills due to the lack of stimulating activities and a low level of interest. Commented [PS29]: Possible sources:
http://www.ruelpositive.com/use-instructional-materials-
affect-learning-development-learners
Table 1. The Level of Performance in English During the Pretest http://guroako.com/2018/11/04/grade-5-quarter-3-week-1-
Mean Number of samples Standard Deviation powerpoint-presentation/
https://www.academia.edu/8704377/THE_IMPORTANCE_O
Pretest 13.20 30 3.31
F_INSTRUCTIONAL_MATERIALS
http://guroako.com/2018/08/12/grade-5-powerpoint-
b. The Level of Performance in English during the Posttest presentation-quarter-2-week-1/
From the post-test results shown in Table 2, the mean for a post-test score was approximately Commented [PS30]: Possible sources:
http://www.ruelpositive.com/use-instructional-materials-
higher by 3 than that of a pre-test. This indicates an increased level of performance in English by the affect-learning-development-learners
Grade 7 learners based on the results of the post-test. This also indicates that they fared better in the post- http://guroako.com/2018/11/04/grade-5-quarter-3-week-1-
powerpoint-presentation/
test in English after their exposure to the intervention strategy. This implies that with intervention, https://www.academia.edu/8704377/THE_IMPORTANCE_O
F_INSTRUCTIONAL_MATERIALS
learners were more motivated and were able to think well. When learners were more engaged in lessons,
Commented [PS31]: Possible sources:
the more they performed well. The use of instructional materials facilitated a more conducive learning http://www.ruelpositive.com/use-instructional-materials-
affect-learning-development-learners
environment. Moreover, it improved the learners' knowledge, abilities, and skills to monitor their http://guroako.com/2018/11/04/grade-5-quarter-3-week-1-
assimilation of information and to contribute to their overall development and upbringing. It also clarified powerpoint-presentation/
https://www.academia.edu/8704377/THE_IMPORTANCE_O
important concepts to arouse and sustain learners’ interests. Give all learners in a class the opportunity to F_INSTRUCTIONAL_MATERIALS
http://guroako.com/2018/08/12/grade-5-powerpoint-
share experiences necessary for new learning, help make learning more permanent. presentation-quarter-2-week-1/
5
Table 2. The Level of Performance in English During the Post- Test

Mean Number of samples Standard Deviation
Posttest 25.43 30 3.87
c. The Significant Relationship between the Results of the Pretest and Posttest
Table 3 reveals that the Pearson Correlation between pretest and post-test shows a moderate and
positive correlation with the value of r = 0.641, with a significant value of < 0.05. This indicates that the
learners' performance in the post-test was better than the pre-test after exposure to the support
instructional materials in English. All in all, the data affirm that there is a significant difference in the Commented [PS32]: Possible source:
https://www.researchgate.net/publication/317113297_The
level of performance in English of the Grade 7 learners after the utilization of the support instructional _Correlation_Between_Self_Care_Behavior_and_the_Level
materials. Through the utilization of instructional materials, learners learned in a variety of different _of_Hba1c_of_the_Patients_with_Diabetes_Mellitus_Type_
2_in_Binjai_City_Sumatera_Utara_Province
ways. Moreover, they allowed learners to work at their own pace.
Table 3. The Significant Relationship between the Results of the Pretest and Post-test
r Sig.
Pretest and Post-test 0.641 0.00
0
6

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V. Action Research Questions

based on the pre-test and post-test results?

VI. Action Research Methodology

b. Data Gathering Method

VII. Discussion of Results and Reflection

Table 2. The Level of Performance in English During the Post- Test

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