This study determined the effectiveness of interactive and indirect instruction in developing critical thinking skills among Grade 10 students of Sta. Anastacia – San Rafael National High School in a flipped science classroom. A quasi-experimental research design through pre-test and post-test strategies was utilized. The pre-test and post-test results measured the effectiveness of the flipped teaching strategies in developing the critical thinking skills of grade 10 learners and identify whether significant differences exist between the pre-test and post-test scores of the respondents exposed to interactive and indirect instruction. The findings indicated that four variables of critical thinking skills showed no significant difference in terms of the pre-test scores of the respondents. Moreover, there is a significant difference between the pre-test and post-test scores of the respondents in the different critical thinking skills as they are exposed to flipped teaching strategies sp.....

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