Argument Mapping Method and Learners’ Critical Thinking Dispositions in Physics


Critical thinking dispositions
argument mapping
self-learning modules
quasi-experimental design

How to Cite

Argument Mapping Method and Learners’ Critical Thinking Dispositions in Physics. (2024). WVSU Research Journal, 12(2), 31-46.


Argument mapping, which includes arguments or premises and contentions, presents ideas in a verbal-diagrammatical representation through boxes and arrows. This quasi-experimental study was conducted to determine the effect of argument mapping teaching method to the critical thinking dispositions of learners in Physics. The study participants were learners from a public high school in the Philippines for the School Year 2020-2021. The Critical Thinking Dispositions (CTD) of learners in Physics were determined using a researcher-made CTD Inventory. The Self-Learning Modules (SLMs) in Science 10 containing seven (7) SLMs implemented for seven (7) weeks for both groups containing the Most Essential Learning Competencies (MELCs) for Grade 10 learners as prescribed by the DepEd for the second quarter was used for the controlled group. The same SLMs were used in teaching the experimental group, which some parts have been modified to embed argument mapping activities. Pretest revealed that both groups have the same level of CTDs before implementing the intervention. However, posttest revealed that the CTDs of the learners exposed to Argument Mapping (AM) method of teaching group is significantly higher than that of the learners in the non-AM method of teaching group. The argument mapping teaching method had a positive effect on the critical thinking dispositions of learners. The researcher recommends that learners be exposed to activities requiring them to use their critical thinking, be given opportunities to collaborative works and communicate their ideas, and further studies be conducted to develop better instruments to measure the critical thinking dispositions of learners.



Abrami, P.C., Bernard, R.M., Borokhovski, E., Waddington, D.I., Wade, C.A., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85(2), 275 – 314.

Bell, R. & Loon, M. (2015). The impact of critical thinking disposition on learning using business simulations. The International Journal of Management Education, 13(2), 119 - 127.

Butchart, S., Forster, D., Gold, I., Bigelow, J., Korb, K., Oppy, G, & Serrenti, A. (2009). Improving critical thinking using web based argument mapping exercises with automated feedback. Australasian Journal of Educational Technology, 25(2), 268-291.

Calderon, M.T.F. (2014). A critique of k-12 philippine education system. International Journal of Education and Research, 2(10), 541-550.

Davies, M. & Barnett, R. (Eds). (2015). The palgrave handbook of critical thinking in higher education. Palgrave MacMillan. St. Martin’s Press, LLC. NY, USA.

Department of Education. (2019). DepEd chief: teachers still at the forefront in 21stcentury learning.

Department of Education. (2018). Education chief underscores importance of 21st century learning, expresses gratitude to partners.

Dwyer, C.P. (2019). 12 important dispositions for critical thinking. [Blog post].

Dwyer, C.P. (2018). Improving critical thinking through argument mapping: dual coding, gestalt grouping, and hierarchical organization. [Blog post].

Dwyer, C., Hogan, M., & Stewart, I. (2015). The effects of argument mapping-infused critical thinking instruction on reflective judgement performance. Thinking Skills and Creativity, 1(6), 11-26.

Dwyer, C.P., Hogan, M.J., & Stewart, I. (2012). An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments. Metacognition and Learning, 7(3).

Dwyer, C. P., Hogan, M. J., & Stewart I. (2011). The promotion of critical thinking skills throughargument mapping.

Dwyer, C. P., Hogan, M. J., & Stewart, I. (2010). The evaluation of argument mapping as a learning tool: Comparing the effects of map reading versus text reading on comprehension and recall of arguments. Thinking Skills and Creativity, 5(1), 16–22.

Enciso, O.L.U., Enciso, D.S.U., & Daza, M.D.V. (2017). Critical thinking and its importance in education: Some reflections.

Facione, P.A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. “The Delphi Report”. The California Academic Press. Millbrae, CA.

Ghadi, I.N., Bakar, K.A., & Njie, B. (2015). Influences of critical thinking dispositions on critical thinking skills of undergraduate students at a Malaysian Public University. Journal of Educational Research and Reviews, 3(2), 23-31.

Karami, M., Pakmehr, H., & Aghili, A. (2012). Another view to importance of teaching methods in curriculum: collaborative learning and students’ critical thinking disposition. Procedia - Social and Behavioral Sciences, 46, 3266–3270.

Luele, S.A. (2018). Effects of problem-based English writing instruction on students’ critical thinking dispositions and argumentative writing skills. The Internet Journal Language, Culture and Society, 46, 60-71.

Mahmood, S. (2016). Effectiveness of an instructional intervention in developing critical thinking skills – role of argument mapping in facilitating learning of critical thinking skills. 8th International Conference on Computer Supported Education (CSEDU 2016), 1, 330-336.

Malipot, M.H. (2019, December 29). Year-end report: DepEd in 2019: The quest for quality education continues. Manila Bulletin.

Miller, C.J., Smith, S.N., & Pugatch, M. (2020). Experimental and quasi-experimental designs in implementation research. Psychiatry Research, 283.

Miles, A. (2017). ARTICLE/RESEARCH: A taxonomy of research gaps: Identifying and defining the seven research gaps.

Naber, J. & Wyath, T.H. (2014). The effect of reflective writing interventions on the critical thinking skills and dispositions of baccalaureate nursing students. Nurse Education Today, 34 (1), 67-72.

Nurudin, M. (n.d.). Integrating argument-based science inquiry with argument mapping in physics learning: A literature study. The Faculty of Mathematics and Natural Sciences.

Palavan, Ö. (2020). The effect of critical thinking education on the critical thinking skills and the critical thinking dispositions of preservice teachers. Educational Research and Reviews, 15(10), 606-627.

Rauscher, W. & Badenhorst, H. (2021). Thinking critically about critical thinking dispositions in technology education. International Journal of Technology and Design Education, 31 (5), 465–488).

Redhana, I.W. & Wahyuni, N.P. (2021). Critical thinking disposition inventory: Its validity and reliability. Journal of Physics Conference Series 1806(1):012187.

Sulaiman, A. (2018). Critical-thinking assessment table: a novel strategy to foster students’ critical thinking dispositions. Jurnal Ilmiah Psikologi Terapan, 6(2), 178–193.

Temel, S. (2014). The effects of problem-based learning on pre-service teachers’ critical thinking dispositions and perceptions of problem-solving ability. South African Journal of Education, 34(1).

The California Academic Press (2016). California Critical Thinking Skills Test User Manual and Resource Guide.

van Rensburg, J., & Rauscher, W. (2021). Strategies for fostering critical thinking dispositions in the technology classroom. International Journal of Technology and Design Education.

White, H., & Sabarwal, S. (2014). Quasi-experimental design and methods. Methodological briefs: impact evaluation, 8(2014), 1-16.

Yu, D., Zhang, Y., Xu, Y., Wu, J., & Wang, C. (2013). Improvement in critical thinking dispositions of undergraduate nursing students through problem-based learning: A crossover-experimental study. Home Journal of Nursing Education, 52(10 ).

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Copyright (c) 2023 WVSU Research Journal