FROM PASSIVE TO PROACTIVE: EFFECTIVENESS OF TQE ON CRITICALTHINKING AND STUDENTS LEARNING OUTCOMES IN SECONDARY SCHOOLS

Abstract

The objective of this study was to explore the teacher’s perception of the effectiveness of Think-Question-Explore
(TQE) strategy in enhancing students learning outcomes and critical thinking. Meanwhile this study was finding out
that how teachers implement the TQE strategies, their experiences with its use and their views regarding its impact
on students learning and classroom engagement. A qualitative design with phenomenological approach was used to
gain in-depth insight into teachers lived experiences. 10 participants were selected by purposive sampling from the
selected secondary schools. Those teachers had experiences using the TQE strategy in the classroom. Data were
collected through semi-structured interview, which allowing participants to express their perception and experiences
in detail. Thematic analysis was analyzed to draw the conclusions. It identifies recurring themes related to structured
implementation, enhanced learning outcomes, critical thinking development, student’s engagement and confidence,
professional support and challenges in using TQE. The findings revealed that teachers perceive the TQE strategies
as an effective teaching approach to enhance students understanding to improve their critical thinking skills and
increase classroom participation. The study concludes that while TQE is an effective teaching strategy for enhancing
students learning outcomes, its effective implementation require proper training and institutional support. This study
may contribute to improve the instructional practices and encouraging the adoption of student centered learning
strategies in secondary schools