Profiling students’ critical thinking and communication skills through research-oriented collaborative inquiry learning

Abstract

Research-based learning through teacher-guided collaborative activities offers students meaningful and direct learning experiences. This study aimed to examine how students' critical thinking and communication skills develop through the application of the Research Oriented Collaborative Inquiry Learning model. A descriptive method with a quantitative approach was employed, with purposive sampling used to select a sample of 29 grade nine students. Data were collected using structured observation instruments designed to assess critical thinking, oral communication, and written communication skills. The learning stages of the model were implemented with a high level of adherence, indicating effective instructional execution. Observational data showed that students demonstrated moderate proficiency in all three skill areas. The findings suggest that the model is effective in promoting the development of essential competencies, particularly in science education at the junior secondary level. By engaging students in collaborative inquiry and guided research activities, the model fosters both analytical reasoning and communication in classroom contexts. These results highlight the value of structured, inquiry-based learning in supporting cognitive and interpersonal skill development.

Keywords: Communication skills; critical thinking; inquiry-based learning; research-oriented learning; secondary education