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Reflective and Pragmatic Learning Modes in Enhancing Grade 7 Students? Engagement and Thinking Skills

Volume: 106  ,  Issue: 1 , August    Published Date: 10 August 2022
Publisher Name: IJRP
Views: 438  ,  Download: 539 , Pages: 260 - 276    
DOI: 10.47119/IJRP1001061820223712


# Author Name
1 Dave J. Quia
2 Elisa N. Chua


The study aimed to determine the effects of reflective and pragmatic learning in the new normal in enhancing the student?s engagement and thinking skills of Grade 7 students through the use of Self-Learning Module based on their learning style at Casta?as National High School for the S.Y. 2021?2022. This study attempted to determine if there a significant difference in the learning engagement of the two groups of students as to the pre-assessment-post- assessment. And to determine if there is a significant difference on the performance of the students as to their thinking skills in terms of pre-assessment?pre-assessment, pre-assessment?post-assessment and post-assessment?post-assessment. Using an experimental design of research, 127 students out of 179 students responded to the LSQ, 35 of which were found to be reflective learners and 35 were found to be pragmatic learners. Pretest and posttest assessment were employed to measure the students? engagement and thinking skills which were validated by the panel of examiners and group of teachers. The results revealed that pragmatic and reflective learning modes are effective strategy to improved learners as to their engagement in learning and to their thinking skills. Thus, the null hypothesis of the pre and post assessment of the two groups as to their student engagement and thinking skills was sustained. However, the hypothesis on the pre and post assessment of each group as to their students? engagement and thinking skills, the null hypothesis was not sustained.


  • pragmatic learning; students' engagement; thinking skills