PROJECT R.A.I.D. (READ, ANALYZE, AND INTERPRET DATA): A PATHWAY IN FOSTERING CRITICAL THINKING IN SCIENCE AMONG STUDENTS

Author Name: 1. Mona Sheila R. Alejandro, 2. Vanessa L. Palisoc

Volume/Issue: 06/05

Country: Philippines

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/10.2025-37645454/UIJIR

Affiliation:

1. Sergia Soriano Esteban Integrated School – SPED Center, Philippines.
2. Sergia Soriano Esteban Integrated School – SPED Center, Philippines.

ABSTRACT

Critical thinking is a vital 21st-century competency that enables learners to solve problems, evaluate evidence, and make reasoned decisions. This study assessed the effectiveness of Project R.A.I.D. (Read, Analyze, and Interpret Data), a project-based learning (PBL) intervention, in enhancing the critical thinking skills of Grade 10 students at Sergia Soriano Esteban Integrated School SPED Center. A total of 86 students participated in a pre-test/post-test design, that measured four domains of critical thinking: interpretation, analysis, inference, and conclusion. Findings revealed significant improvements across domains, with interpretation advancing from “Proficient” to “Advanced” and analysis improving from “Beginning” to “Developing.” Inference scores also increased, while drawing conclusions remained “Proficient.” Overall, the results confirmed that the intervention effectively enhanced students’ critical thinking skills, with no significant differences observed by sex and age. The study concludes that Project R.A.I.D. is a promising strategy for fostering higher-order thinking among junior high school learners and recommends its integration into science instruction.

Key words: Project R.A.I.D., Project-Based Learning, Critical Thinking, Science Education, Secondary Learners