Relationship of Teaching Methods to Students&rsquo; Engagement and Critical Thinking Disposition

Daryll  P. Garcia,; Jumar  B. Taoto-an,

Relationship of Teaching Methods to Students’ Engagement and Critical Thinking Disposition

Discipline: Education

Abstract:

Understanding the connection between teachers’ instructional methods and students’ engagement and critical thinking is essential in strengthening criminology education. This study examined the relationship between teaching strategies and the levels of engagement and critical-thinking disposition among fourth-year Criminology students at private institutions in Cagayan de Oro City during the 2023–2024 academic year. A descriptivecorrelational design was employed, involving 109 students selected through simple random sampling. Data were gathered using three validated questionnaires, and analyzed through mean, standard deviation, and Pearson’s product–moment correlation coefficient. Results showed that teachers’ instructional methods were rated very satisfactory, whereas students demonstrated very high engagement (WM = 3.52) and a critical-thinking disposition (WM = 3.56). Significant positive correlations were found between the teaching strategies—lecture, demonstration, and case study—and both student engagement and critical thinking (p < .05). Among these, case study methods produced the strongest association, indicating their effectiveness in promoting higher-order thinking. The findings underscore the importance of integrating interactive and analytical strategies to enhance criminology students’ learning outcomes. Practically, the study supports capacity-building programs focused on case-based instruction and active learning. Future research may examine the longitudinal effects of instructional strategies, compare different year levels, or incorporate qualitative approaches to better understand how these methods shape students’ cognitive development.

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