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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This study examines the impact of self-regulated learning materials on the academic performance of Grade-3 students. Pre-test and posttest were implemented to identify the development of self-regulated learning materials. The materials underwent a validation process by the expert to ensure their content, format, presentation and organization, accuracy, and up-to-datedness were appropriate. Validating self-regulated learning materials is crucial to ensure suitability and efficacy. Furthermore, the materials evaluated based on phase, including forethought, volition, and self-reflection. Selfregulated Materials was evaluated by the school head for validation. A validated material has been carefully reviewed by experts to ensure that it is appropriate and effective. The evaluation rated as very satisfactory. The results indicated that these materials greatly extent students' ability to regulate their learning, enhance motivation, and develop critical think skills. The Pre-test and post-tes.....

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