THE ENHANCEMENT OF CRITICAL THINKING AMONG GRADE 4 STUDENTS THROUGH GUIDANCE ACTIVITIES
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Abstract
This study aimed to 1) examine the critical thinking skills of Grade 4 students and 2) compare the critical thinking skills of Grade 4 students before and after participating in a guidance activity. The target group consisted of 240 Grade 4 students from a primary school in the 2024 academic year. The researcher collected data on critical thinking skills from the entire population. The sample group for enhancing critical thinking skills was selected from classrooms where students had overall low critical thinking scores. One classroom with low critical thinking scores was randomly selected through simple random sampling, resulting in an experimental group consisting of 30 students. The research instruments included: 1) a critical thinking assessment for Grade 4 students, which had a reliability coefficient of 0.75, and 2) a guidance activity aimed at enhancing critical thinking skills, validated by experts with a content validity index of 1.00. Statistical methods for data analysis included mean, standard deviation, and paired t-tests. The research findings indicated that: 1) the average critical thinking skills of Grade 4 students were at a moderate level, and 2) the experimental group of students who participated in the guidance activity showed a statistically significant improvement in critical thinking skills at the 0.05 level. These results demonstrate that the guidance activity, which included games, questioning techniques, lectures, creative techniques, case studies, brainstorming, and group discussions, effectively enhanced the critical thinking skills of Grade 4 students.
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