HUMSS Students’ Critical Thinking Skills And Strategiesin History Education In The First Congressional District Of Batangas

Abstract

Critical thinking is considered one of the most essential competencies in 21st-century education, particularly among Humanities and Social Sciences (HUMSS) students who are expected to analyze historical events, evaluate evidence, and communicate informed interpretations. History education plays a significant role in developing analytical thinking, research ability, and meaningful communication through inquiry-based and learner-centered instruction. However, despite the implementation of the K to 12 curriculum and other educational reforms, many history classes still rely on traditional lecture-based approaches, limiting opportunities for deeper historical inquiry and critical analysis. This study aimed to assess the critical thinking skills of HUMSS students and the extent of utilization of teaching strategies in history education in the First Congressional District of Batangas during the Academic Year 2025–2026. Specifically, it examined students’ analytical thinking, research ability, and meaningful communication, as well as teachers’ utilization of problem-solving, collaborative learning, and experiential learning strategies.

The study employed a descriptive mixed-method research design involving quantitative and qualitative approaches. Data were gathered from 140 HUMSS teachers through a validated researcher-made questionnaire and Focus Group Discussions (FGDs). Statistical tools such as weighted mean, ranking, and Pearson Product-Moment Correlation Coefficient were utilized for quantitative analysis, while thematic analysis was used for qualitative data.

Findings revealed that HUMSS students demonstrated an Above Average level of critical thinking skills, particularly in meaningful communication, while research ability obtained the lowest ratings in evaluating the credibility and reliability of historical sources. Teaching strategies were generally Moderately Utilized, with collaborative learning identified as the most frequently employed approach. Furthermore, the study found a significant relationship between teaching strategies and students’ critical thinking skills, leading to the rejection of the null hypothesis (p = 0.000). The study concluded that learner-centered and inquiry-based instructional strategies significantly contribute to the enhancement of students’ critical thinking skills in history education and recommended the implementation of Project HIBLA and other experiential learning activities to strengthen historical inquiry and evidence-based reasoning among HUMSS learners.