ASSESSING OF CRITICAL THINKING DISPOSITIONS AMONG SECONDARY SCHOOL STUDENTS EXPOSED TO MATHEMATICAL MODELING WITHIN THE WUKRO WOREDA OF THE TIGRAI REGION

Abstract

The objective of this study was to assess critical thinking dispositions among secondary school students exposed to mathematical modeling curricula within the Wukro Woreda of the Tigrai region.The researcher was keen on finding out an in-depth understanding of subjects on prevailing levels of critical thinking dispositions, critical thinking disposition difference of students based on demographic factors, and the challenges faced to students in applying critical thinking. To achieve these objective the study employed mixed approach design, supported by descriptive survey applying both quantitative (inferential statistics) and qualitative (descriptive statistics) data. Stratified sampling, and purposive sampling techniques wereapplied to nominate the 338 students and mathematics teachers across 10-12 respectively. Data werecollected through questionnaire and interview. The collected data were, then, tabulated with concise frequency, percentage, mean and grand mean descriptions and supported by T test and ANOVA looking into the mean differences of respondents for deduction and descriptive analysis for induction. According to the findings of the research, although social deliberation was found conceptually valued by students, they displayed obvious shortages in critical thinking dispositions such as persistence, truth-seeking, and confidence in their own reasoning. The T test and ANOVA >0.005 indicated insignificant difference on the basis of demographic data. Major challenges included severe difficulties with core modeling processes, acute resource constraints, overwhelming time pressure, and a socio-cultural barrier rooted in deference to authority and fear of being wrong were found to be among the major challenges that contribute to critical thinking dispositions. The study concludes that exposure to modeling classes is inadequate to foster critical thinkers in this context where a helpful environment addressing cognitive confidence, procedural scaffolding, and cultural shifts is important. Explicitly support metacognitive strategies to teachers, providing localized modeling resources to curriculum developers were among the recommendations forwarded by the researcher.