Strategic Pedagogical Reading Comprehension towards Creative Thinking

This study focused on determining the teachers’ pedagogical approaches, and students’ level of creative thinking to create a strategic pedagogical reading comprehension towards creative thinking. The researcher utilized a quantitative approach descriptive correlational design with the use of self-made questionnaire. The respondents were chosen from five (5) public Junior High Schools in Candelaria, Quezon namely Atty. Celso M. Reyes National High School, Bukal Sur National High School, Dolores Macasaet National High School, Dr. Panfilo Castro National High School, and Sta. Catalina National High School. A total of 40 randomly selected Junior High School teachers from each school participated along with their randomly selected student per teacher for the same total of 40 students. All data were gathered through questionnaires then analyzed and interpret through one-sample t-test and regression analysis. The data indicate that teachers employed a high extent of pedagogical approaches, including questioning, inferencing, visualizing, and analyzing. However, their creative thinking level in terms of divergent thinking, problem-finding, and idea generation all attained a moderate extent. The pedagogical approaches on questioning, inferencing, and visualizing had no significant effect on the students’ creative thinking level. Only the teachers’ analyzing pedagogical approach as the strongest predictor, had significant effect to the improvement of creative thinking levels (divergent thinking, problem-finding, and idea generation) of the students. As a result, the output was in the form of a strategic analyzing pedagogical approach towards creative thinking to support the teacher’s pedagogical methods in order to build students' capacity for reading comprehension and creative conceptualization in reading.