Authors : Emely P. Auguis; Cecilia O. Bucayong

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/y9dwxbpr

Scribd : https://tinyurl.com/wk7r7bjv

DOI : https://doi.org/10.38124/ijisrt/26May1277

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Abstract : This study examined the effect of a parallel class set-up on the critical thinking skills of college freshmen at PHINMA Cagayan de Oro College. The study employed a quantitative one-group pretest-posttest research design involving 130 students enrolled in four parallel class sections. Data were collected using a critical thinking rubric applied to students’ essay responses administered before and after exposure to the parallel class set-up. The paired sample t-test was utilized to determine whether a significant difference existed between the pretest and posttest scores of the respondents. Findings revealed that students’ critical thinking skills significantly improved after exposure to the parallel class set-up, indicating that the instructional structure and learning environment contributed positively to the development of higher-order thinking skills. The increase in posttest scores suggests that the teaching strategies and collaborative learning experiences embedded in the parallel class arrangement enhanced students’ ability to analyze, evaluate, and reason critically. The study concludes that the parallel class set-up can be an effective instructional approach in fostering critical thinking skills among college students when supported by structured learning experiences and responsive teaching practices.

Keywords : Parallel Class Set-Up, Critical Thinking Skills.

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