Integrative Strategies and Critical Thinking Skills Among Learners in Tugbok District

The study ascertained the effectiveness of integrative strategies used by teachers in the mathematics lesson to develop math critical thinkers among learners in Cluster 6, Tugbok District, Davao City Division. The study used non-experimental descriptivecorrelational research design, where it utilized adapted survey instrument to gather responses from the randomly selected teacher-respondents. Data gathered were treated using Mean scores with descriptive interpretation, Pearson r and Simple Linear Regression Analysis. Findings revealed that extent of integrative strategies of teachers in facilitating their lessons in Mathematics, in terms of big picture strategy, collaboration strategy, and problem solving strategy, exhibits moderately extensive, likewise, extent of learners’ critical thinking, in terms of its indicators namely explanation, inference, interpretive, andanalysis is moderately extensive. There is a significant relationship between integrative strategies of teachers and learners’ critical thinking. All indicators of integrative strategies of teachers, such as providing big picture, problem solving and collaboration, indicated statistically significant to influence learners’ critical thinking in Cluster 6, Tugbok District Schools. Other factors that may influence schools’ performance and learners’ academic achievement across learning areas may be explored and results be utilized may be considered.