Journal of Research Methodology Archive

A Systematic Review of Direct Instruction Programs 2000-2010: 7 Components of Instruction

Multi-Level Confirmatory Factor Analysis of Five-Forces Model in Hotel Industry of Thailand for ASEAN Economic Community

Effect of Initial and Slope of Self-Efficacy on Undergraduate Students’ Mid-Term and Final Score

An Analysis of Students’ Critical Thinking in a Mathematics Classroom Implementing an Open Approach

The present mixed method research aims to analyze students’ critical thinking in a mathematics classroom implementing an open approach. It observed the five critical thinking dimensions, i.e., problem identification, problem definition, problem exploration, problem evaluation/application, and problem integration, of 37 sixth graders. Among these participants, six students were selected based on their mathematics achievement levels (high, moderate, low) to further observe behaviors related to critical thinking. The research instruments were the critical thinking test and classroom observation forms. Quantitative data were analyzed using descriptive statistics, including mean and standard deviation; while qualitative data were analyzed by means of content analysis. Findings showed that students’ critical thinking was, on average, at a good level. The average score of those with high abilities in mathematics was also at a good level, while that of those with low abilities was at a poor level. Students with moderate abilities in mathematics, however, showed mixed results. Their critical thinking levels were found at both good and fair levels.