Effects of Using Socio-Scientific Issues-Based Instruction with Structured Decision-Making Process on Critical Thinking of Grade 9 Students

Abstract

The socio-scientific issues-based instruction has been shown to promote students’ critical thinking. However, limitations remain regarding students’ ability to search for and apply information to support decision-making. To address these limitations, A structured decision-making (SDM) process was integrated into the learning process. This study aimed to examine the effects of integrating these two approaches by: 1) comparing students’ critical thinking before and after learning; and 2) investigating the development of students’ critical thinking during the learning process. The participants were 20 Grade 9 students selected through purposive sampling. The research instruments included ecosystem lesson plans, activity worksheets, teaching logs, and a critical thinking test. Quantitative data were analyzed using mean, standard deviation, frequency, percentage, and relative gain score while qualitative data were analyzed using content analysis. The findings revealed that: 1) students’ critical thinking mean score after learning was at a good level, higher than the pre-test mean score, which was at a moderate level; 2) After learning, students obtained the highest mean score in the deduction component, followed by identification of assumptions, induction, and credibility of sources and observation, respectively. 3) The majority of students demonstrated relative gain scores of critical thinking at the initial level. 4) During the learning process, each student group showed an overall increasing trend in critical thinking. However, the SDM process was complex, and students’ use of AI for information searching resulted in insufficient consideration of the credibility of information sources.