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1. IMPROVING STUDENTS’ CRITICAL THINKING PERFORMANCE
USING “VIRTUAL ORAL INSTRUCTION WITH CAPSULIZED ETIVITY” (VOICE)
Honey Beth D. Atis
email: degamo1987@gmail.com
Pagadian City National Comprehensive High School, Pagadian City
Department of Education- Division of Pagadian City
Abstract
This study explored the effectiveness of an intervention called Virtual Oral Instruction with
Capsulized Etivity (VOICE) towards improving students' critical thinking compared to the
modular approach. This study was conducted at Pagadian City National Comprehensive High
School during School Year 2020-2021 with 26 Senior High School students as respondents. The
study used a time-series single group experimental research design to generate the necessary data.
The main instruments used were the pretest and post-test results in two trial runs. Tests were
validated by experts in the field consisting of selected Master Teachers of Pagadian City Division.
The obtained test results were analyzed statistically using descriptive statistics and ANCOVA to
know whether VOICE intervention yields favorable results to the critical performance of the
students. Data revealed that the use of VOICE strategy greatly enhanced students' critical thinking
performance compared to the use of Modular approach. Moreover, the study also confirmed a
significant difference in students' critical thinking performance when they were taught using
VOICE Strategy (experimental variable) during the first trial run compared to Modular Approach
(control variable) during the second trial run. Hence, the use of VOICE intervention is proven
effective in improving the level of critical thinking performance of students.
Keywords: Virtual Oral Instruction with Capsulized Etivity, Modular Approach, Time-Series
Design
Context and Rationale
Reading plays a significant role in the lives of learners. It is an essential skill to understand
texts that they face every day in the classroom. However, reading with understanding coupled with
critical thinking is one of the problems most students are experiencing today.
In his book An English Major's Ultimate Guide LET Reviewer, Padilla explained that
reading involves interaction between the reader, the text, schema, and the situation.
To read is to understand something written; to speak aloud (from a book); to interpret; to
obtain information (Webster’s New English Dictionary,2011).
Critical reading is a kind of reading whereby the reader analyzes and interprets a reading
material to know if it presents logical ideas and a connection of ideas (Raymundo, 2016). The
Second Quarter Mean Percentage Score in English for Academic and Professional Purposes of
Grade 11-Aquino revealed that out of 26 students, 7 or 27 percent have "fairly satisfactory"

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performance; 8 or 31 percent obtained "satisfactory"; 6 or 23 percent obtained "very satisfactory"
and only 5 or 19 percent got an outstanding performance. The data depicts that the majority of the
students have problems in reading comprehension and critical thinking skills, considering that the
said subject deals with interpretations of various professional and academic texts. The said data
motivated the researcher to conduct a study to determine students' level of critical thinking
performance in reading texts and to implement an intervention strategy leading to the solution.
Hence, the proponent initiated an intervention in improving students' critical thinking performance
using Virtual Oral Instruction with Capsulized Etivity (VOICE).
Grabe (2011) in Baraceros (2014) explained that the "higher level reading process" happens
when you merge your schemata or experience of the printed words with the author's ideas
symbolized by the words in the book. McKown and Barnett (2007) revealed that there is a positive
impact on students' comprehension when teacher modeling, student practice of the reading
comprehension strategies, and teacher think-aloud process are utilized.
Since DepEd Order No. 018, s. 2020, states that the public health emergency brought
about by COVID-19 calls for the Department of Education (DepEd) to be innovative and
resourceful in delivering quality, accessible, and relevant education, the researcher was eager
enough to conduct Virtual Oral Instruction with Capsulized Etivity (VOICE) as an intervention to
help students improve their critical thinking performance.
Virtual instruction can be defined as using the internet or digital information transmission
systems as the primary medium of instruction. It can be synchronous or asynchronous, or maybe
a combination of the two. (https://www.lawinsider.com/dictionary/virtual-instruction). E-tivity is
a term coined by the Australian academic Gilly Salmon and is defined as an online activity
designed to encourage active engagement by learners in an online environment. It involves some
interaction/cooperation from students and teachers online.
The sole purpose of this action research was to determine the effectiveness of the
personalized intervention called Virtual Oral Instruction with Capsulized Etivity (VOICE) towards
improving students' critical thinking compared to the modular approach of learning.
Innovation, Intervention, and Strategy
Virtual Oral Instruction with Capsulized Etivity is an intervention strategy to address the
learners' problems in understanding texts using their critical thinking skills. In this program, the
teacher conducted a regular virtual class using Google Meet from November 2020 to December
2020. Students can analyze texts targeting two of English's Most Essential Learning Competencies
(MELCs) for Academic and Professional Purposes for the Second Quarter, School Year 2020-
2021. Capsulized Etivity (Electronic Activity) aided the virtual class using Test.Moz, an online
test generator at the end, where students answered critical thinking skills questions online based
on what they learned.
Action Research Questions
The sole purpose of this action research was to determine the effectiveness of Virtual Oral
Instruction with Capsulized Etivity (VOICE) intervention program in improving the critical
thinking performance of the Senior High School students of Pagadian City National
Comprehensive High School, SY 2020-2021.
Specifically, it sought to answer the following research questions:

3. 3
1. What is the students' level of critical thinking performance using Virtual Oral Instruction
with Capsulized Etivity (VOICE) and modular approach as revealed in the pre-test and
post-test during the two (2) trial runs?
2. Is there a significant difference in the students' critical thinking performance using
VOICE and modular approach?
3. Based on the study findings, what teaching-learning guide can be developed to enhance
the students' critical thinking performance?
Action Research Methods
Participants and/or other Sources of Data and Information
The participants of this study were determined using Purposive Sampling as it is considered
appropriate given time constraints and limited resources. The study respondents were the Grade
12 and Grade 11 students of Pagadian City National Comprehensive High School (PCNCHS),
Banale, Pagadian City.
Specifically, the researcher chose 26 students with gadgets like smartphones, computers,
laptops, and the like to undergo the VOICE intervention program for two months from November
to December 2020. These 26 respondents were asked to participate in both online and modular
approaches to determine the effectiveness of VOICE and avoid bias in gathering data.
Data Gathering Methods
The study used time-series single group experimental research design to generate the
necessary data. The main instrument used were the pretest and post-test results in two trial runs
using VOICE and Modular Approach.
Time-series single group experimental research design is a type of quasi-experimental
research design with series of periodic measurements taken from one group of test units: the 26
Senior High School students of PCNCHS, followed by a treatment, then another series of
measurements.
The study used time-series single group experimental research design to generate the
necessary data. The main instrument used were the Pretest and post-test results in two trial runs
using VOICE and Modular Approach.
Time-series single group experimental research design is a type of quasi-experimental
research design where series of periodic measurements were taken from one group of test units:
the 26 Senior High School students of PCNCHS, followed by a treatment, then another series of
measurements (Ortiz, Fundamentals of Methods of Research, n.d.).
Critical Thinking Tests adapted from Critical Thinking Assessment Practice Quiz and
Assessment Day Practice Aptitude Tests were administered to the respondents as pretests and post
tests to determine students' level of critical thinking performance. These tests were validated by
experts in the field consisting of five Master Teachers of Pagadian City Division.
Discussion of Results and Reflection
This part of the action research presents the results obtained from data collection. It also
includes the significant difference between variables and reflection.

4. 4
What is the students' level of critical thinking performance using VOICE and modular
approach as revealed in the pre-test and post-test during the two (2) trial run?
Table 1 shows the results in determining the level of students' critical thinking
performance. As depicted in the table during the first trial run, the experimental approach (VOICE)
showed a post test result of 62%, which can be descriptively interpreted as "Average" with a
percentage increase of 22%. On the second trial run, the modular approach showed a post test
result of 45% which can be descriptively interpreted as "Average" with a percentage increase of
5%. As observed, a percentage increase difference of 17% was posted between the first trial run
and second trial run in favor of the experimental approach (VOICE Strategy). Thus, the results for
the experimental approach (VOICE Strategy) are better than its counterpart, the Modular
Approach, as shown in the post-test results and percentage increase differences. Hence, the results
in the two trial runs revealed that the level of critical thinking performance of the students when
using the VOICE Strategy showed more effective output on the students' critical thinking
performance compared to using modular approach to learning.
Table 1. Level of Students’ Critical Thinking Performance
Trial Approach Test MPS Descriptive
Equivalent
First Trial
Run
VOICE Strategy
(Experimental Variable)
Pre-Test 40% Average
Post Test 62% Average
Percentage Increase 22%
Second Trial
Run
Modular Approach
(Control Variable)
Pre-Test 40% Average
Post Test 45% Average
Percentage Increase 5%
* Scale: 96 – 100% = Mastered; 86 – 95% = Closely Approximating Mastery; 66 – 85% = Moving Towards Mastery; 35 – 65%
= Average; 15 – 34% = Low; 5-14% = Very Low; 0-4% = Absolutely No Mastery
This study supports the idea that students’ critical thinking performance will be greatly
improved with the assistance of the teacher. Similarly, McKown, and Barnett (2007) proved that
there is a positive impact on the use of teacher modeling, the teacher think-aloud processes, and
student practice of the reading comprehension strategies which included predicting, making
connections, visualizing, inferring, questioning, and summarizing. Therefore, it is essential to
note that both teachers and students play an indispensable role in improving critical thinking
performance.
Lunney, et al. (2020) in their study entitled, Facilitating Critical Thinking through Online
Courses, noted that online learning permits students the opportunity to review and re-review
lectures and discussions, thus enabling additional thinking time. These online courses enhance the
ability to learn, reflect, and problem solve through the use of critical thinking strategies. They also
added that online teaching methods enable a kind of “stick to it” format that is not possible in in-
class teaching based on several factors such as insufficient time, verbose versus quiet students,
intimidation, and environmental issues. In the same manner, the use of Virtual Oral Instruction
with Capsulized Etivity greatly enhanced the students' critical thinking skills.

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This study also concurs with the idea presented by Dhawan (2020) in his research, Online
Learning: A Panacea in the Time of COVID-19 Crisis, where he noted that E-learning methods
and processes are really strong. Aside from the fact that these strengths of the online learning
modes can rescue us from these challenging times, it is also considered to be student-centered and
offers a great deal of flexibility in terms of time and location. The e-learning methods customize
procedures and processes based on the needs of the learners. Various online tools are available,
which is vital for an effective and efficient learning environment. Educators may utilize audio-
visual materials to reach out to their students in this time of crisis to maintain a human touch to
their lectures. Online learning can create a collaborative and interactive learning environment
where learners can give their immediate feedback, ask queries, and learn interestingly.
Is there a significant difference in the critical thinking performance of the students using
VOICE and modular approaches?
As revealed in the post test results with the pre-test results as covariance which was tested
using ANCOVA at 0.05 level of significance, the null hypothesis which states that there is no
significant difference in the critical thinking performance of the SHS students using VOICE
strategy (experimental variable) and Modular Approach (control variable) was rejected.
Table 2. Analysis of Covariance to Test Students’ Critical Thinking Performance using VOICE
Strategy and Modular Approach; First and Second Trial Run
Source Type III Sum of Squares df Mean Square F-ratio p-value
Corrected Model 465.747* 2 232.874 20.117 .000
Intercept 731.933 1 731.933 63.227 .000
Pretest 145.728 1 145.728 12.589 .001
Main Effects 320.019 1 320.019 27.645 .000
Error 567.234 49 11.576
Total 14313.000 52
Corrected Total 1032.981 51
*R squared = .451 (Adjusted R Squared = .428)
Using One-Way Analysis of Covariance (ANCOVA) to analyze, test and interpret the
difference in the post test results while controlling the pre-test results as covariate in the
experimental and control variables, the main effects on Table 2 confirms that there was a
significant difference in students' critical thinking performance when they were taught using
VOICE Strategy (experimental variable) during the first trial run and Modular Approach (control
variable) during the second trial run (F-ratio = 27.645; p-value = 0.000), hence null hypothesis is
rejected. Also, since the p-value is less than 0.05, the pre-test's covariate significantly adjusts the
association between the post-test results of the experimental and control variables. The adjusted R
squared shows that 42.8% of the variation of students' critical thinking performance is accounted
for by the variations in the use of VOICE strategy and Modular approach. This data implies that
the independent variable has an effect in terms of the proportion of the variation in the dependent
variable. In other words, the percentage of variation explained by the independent variables that
actually affect the dependent variable is 42.8%. Since the p-value is lower than 0.05 level of
significance, the use of VOICE strategy greatly enhanced students' critical thinking performance
compared to the use of Modular approach. Given the study's findings, it is highly recommended

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that a teaching-learning guide using VOICE shall be developed and utilized to improve students'
critical thinking performance.
According to the study of Yohandri, et al. (2020), entitled Development of Interactive
Multimedia Learning Materials for Improving Critical Thinking Skills, the research result shows
that interactive multimedia learning materials are valid, practical, and effective. Based on this
result, it appears that interactive multimedia learning materials can enhance students’ critical
thinking skills. Likewise, this study proved that the use of Virtual Oral Instruction with Capsulized
Etivity effectively improves students' critical thinking performance.
Al-Mubaid, H. in his study, A New Method for Promoting Critical Thinking in Online
Education explored the use of Individual component which consists of three steps:
List, Evaluate, and Restructure and Team-based component which includes three steps: List,
Discuss/Evaluate, and Integrate/Restructure. The researcher explained that a number of learning
tasks, including class team projects, and term paper assignments have been utilized for applying
and promoting critical thinking among the students in the past few years using the proposed
method. The method guides the learners to apply and practice critical thinking to achieve high
learning quality and deep understanding of the concepts in a given learning task. Likewise, VOICE
aided the learners in their daily learning tasks which improved their critical thinking performance.
Since the study proved that VOICE is effective in improving students' critical thinking
performance, it is highly recommended to utilize a teaching and learning guide using VOICE as a
new teaching approach.
Reflection. The conduct of this study allowed the researcher to reflect on the teachers’ key roles
in the new normal education, especially on ways how to help students learn amidst pandemic. As
the DepEd vision states, “We dream of Filipinos who passionately love their country and whose
values and competencies enable them to realize their full potential and contribute meaningfully to
building the nation;” the researcher believed that in order to enable learners to realize their full
potential and contribute meaningfully to the nation, teachers should continue to provide technical
assistance to learners by offering them new ways of teaching-learning situation such as VOICE.
Teachers should continue to listen to the voice of the learners and offer solutions to the
existing problems in the delivery of the curriculum. Many students are yet to be heard and many
interventions are yet to be implemented.
Although modular distance learning can be helpful or beneficial to both teachers and
learners in avoiding the spread of COVID-19 virus, but it can also be detrimental considering the
level of authentic learning gained by the students in this time of pandemic. Looking closely to the
answers of the students in their respective modules, unique answers can barely be seen, but mostly
uniform responses. Therefore, the assurance on the learning of the students seems impossible.
As a coping mechanism, the researcher found it really challenging yet fulfilling to reach
out the students in her own simple way. Hence, this action research entitled “Improving Students
Critical Performance Using Virtual Oral Instruction with Capsulized Etivity,” (VOICE) was
initiated where students who are capable of joining class online enjoyed a virtual class with the
teacher. As students joined the class, that feeling of satisfaction seeing the faces of learners

7. 7
yearning for learning is such a great joy! They were not just improving their answers to their
modules but their level of confidence as well since they were free to share ideas and opened
questions to the teacher and to their peers in the virtual room.
Truly, it takes a pure heart to inject learning to students in this time of pandemic. Thus,
teachers, parents, and students should work hand in hand for a better education amidst difficult
situation like this. They should continue to communicate and look for alternative ways of teaching-
learning process so that genuine and effective learning can still be achieved.
Based on the result of this study, it was proven that the use of VOICE is really more
effective in improving students’ critical performance compared to modular learning. It also
confirmed that there was a significant difference in students' critical thinking performance when
they were taught using VOICE Strategy (experimental variable) during the first trial run and
Modular Approach (control variable) during the second trial run. Therefore, it is highly advised
that teachers should not be contented with the modular approach of learning and should continue
to offer technical assistance to students online or any form of communication that may suit to the
needs of the learners.
Indeed, DepEd Secretary Leonor Magtolis Briones is right when she said that education
cannot wait. This only means that teachers must continue to venture ways to improve pedagogies
for the benefit of the learners.

8. 8
Action Plan
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
DIVISION OF PAGADIAN CITY
Pagadian City
Form no. 01-TPF-HRTDS-2017
TRAINING PROPOSAL FORM
TITLE OF THE TRAINING: LAC ON THE USE OF VIRTUAL ORAL INSTRUCTION
WITH CAPSULIZED ETIVITY IN IMPROVING CRITICAL THINKING PERFORMANCE
OF STUDENTS
TARGET PARTICIPANTS AND NUMBER OF PARTICIPANTS: 6 TEACHERS
(ENGLISH)
PROPOSED DATE AND VENUE: FEBRUARY 20, 2021 (Via Google Meet)
FUNDING SOURCE: MOOE
REGISTRATION FEE: NONE
PROPONENT/S: HONEY BETH D. ATIS, Teacher III
I. RATIONALE:
DepEd Order No. 018, s. 2020, states that the public health emergency brought about by
COVID-19 calls for the Department of Education (DepEd) to be innovative and resourceful in
delivering quality, accessible, and relevant education. Hence, teachers must continue to find ways
and means to offer quality education to students amidst pandemic.
Virtual Oral Instruction with Capsulized Etivity (VOICE) as an intervention was proven to
be more effective in helping students improve their critical thinking performance than modular
approach. Therefore, teachers are encouraged to adapt new ways of teaching in the new normal
education.

9. 9
II. OBJECTIVES: This LAC aims to allow teachers to:
1. Identify problems encountered in the teaching-learning situation;
2. Provide technical assistance to students using VOICE and other 21st
century
pedagogies
III. TRAINING CONTENT and METHODOLOGIES
Time/Session Activities/ Topics Speaker/Facilitator Output
8:00-8:30
8:30-9:00
9:00-10:00
10:00-12:00
Registration/ Attendance
Virtual Short Opening
Program
Discussion on the result
of the action research
"Improving Students’
Critical Thinking
Performance Using
Virtual Oral Instruction
with Capsulized Etivity”
Identify problems
encountered in the
teaching-learning
situation and plans for
intervention
LAC Session by group
Wrap-Up and Checking
of Outputs
Closing Program
Ednalyn C. Duldulao
Karen Agnes Z. Rivera
Honey Beth D. Atis
Honey Beth D. Atis
Nelfa A. Blen
Attendance
using Google
Forms
Program
Reflection on the
Intervention,
VOICE
Action Research
Titles and
Questions
Program

10. 10
II. EXPECTED OUTPUTS:
 Online Registration of English Teachers using Google Forms
 Action Research Titles and Questions
III. LIST OF TRAINERS (Indicate qualifications)
Name of
Trainers/Resource
Speakers
Relevant
Qualifications
Topic Assigned
HONEY BETH D. ATIS Teacher III
Discussion on the result
of the action research
"Improving Students’
Critical Thinking
Performance Using
Virtual Oral Instruction
with Capsulized Etivity”
Identifying problems
encountered in the
teaching-learning
situation and plans for
intervention

11. References
Al-Mubaid, H. A New Method for Promoting Critical Thinking in Online Education. International
Journal of Advanced Corporate Learning (iJAC) 7(4):34. DOI:10.3991/ijac.v7i4.4048.
Retrieved on November 14, 2020, from https://bit.ly/3pdL6cF.
Baraceros, E. (2014). Improving Students’ Study Skills and Reading or Thinking Strategies.
Sampaloc, Manila: Rex Book Store Inc.
Critical Thinking Assessment Practice Quiz. Critical Thinking Skills Success in 20 Minutes a Day.
Retrieved on November 21, 2020, from
https://herveyscience.files.wordpress.com/2015/06/critical-thinking-exercise.pdf.
DepEd Order No. 18 s. 2020. Policy Guidelines for the Provision of Learning Resources.
Retrieved on November 22, 2021, from
https://www.deped.gov.ph/wpcontent/uploads/2020/08/DO_s2020_018.pdf
Dhawan, S (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of
Educational Technology Systems 2020, Vol. 49(1) 5–22.
doi/10.1177/0047239520934018. Retrieved on November 15, 2020, from
https://journals.sagepub.com/doi/pdf/10.1177/0047239520934018.
Etivity Definition. Retrieved on Novemver 14, 2020 from https://bit.ly/3DSSiPz.
Free Critical Thinking Test Questions Booklet. Assessment Day Practice Aptitude Tests.
Retrieved on November 20, 2020, from
https://www.assessmentday.co.uk/CriticalThinkingTest-Questions.pdf.
Lunney, M., Frederickson, K, Spark, A. and Mcduffie G. Facilitating Critical Thinking through
Online Courses. Journal of Asynchronous Learning Networks, Volume 12: Issue 3-4.
Retrieved on November 23, 2020, from https://files.eric.ed.gov/fulltext/EJ837517.pdf.
McKown, B.A. and Barnett, C.L. (2007). “Improving Reading Comprehension Through Higher-
Order Thinking Skills”. A Research Project. Saint Xavier University. Chicago, Illinois.
Retrieved on November 15, 2020, from https://files.eric.ed.gov/fulltext/ED496222.pdf.
Ortiz, C.B. (n.d.). Fundamentals of Methods of Research. An Instructional Module for the
Course, Methods of Research for graduate Students.
Padilla, E J. (n.d.). An English Major’s Ultimate Guide LET Reviewer. Sampaloc, Manila: MET
Review Center.
Raymundo, H. (2016). Reading and Writing Skills. Makati City: Diwa Learning System Inc.

12. 12
Virtual Instruction Definition. Retrieved on November 15, 2020, from
https://www.lawinsider.com/dictionary/virtual-instruction.
Webster’s New English Dictionary (2011). Manila: WS Pacific Publications, Inc.
Yohandri, A., Vonny, T. and Djusmaini, D. (2020). Development of Interactive Multimedia
Learning Materials for Improving Critical Thinking Skills. International Journal of
Information and Communication Technology Education, Volume 14 • Issue 4 • October-
December 2018. Retrieved on November 22, 2021, from https://bit.ly/30E3124.