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This descriptive study assessed students ’ exposure to activities that promote the acquisition of critical thinking and problem-solving skills. The study involved 150 randomly selected senior high school students. Results reveal that students have a “ great extent ” of exposure to instruction that promotes the acquisition of the desired mathematics skills, particularly on the content, strategies, assessment, and instructional materials. Students are exposed to a “ great extent ” to activities that allow them to predict, gather and organize information, derive conclusions, make judgment or decisions, discuss and justify solutions; however, have a “ low extent ” of exposure to problem posing. Students were exposed to a “very great extent” to the step by step process in dealing with problems. The students have a “ great extent ” of exposure to problem-solving strategies that promote verbal-logical, visual-spatial, and organizing skills, however, to a low extent in restructuring and rethinking skills. Students’ exposure to the u se of manipulatives or mathematical models, calculators, creative pictures and diagrams, worksheets, online materials, creative PowerPoint presentations, varied textbooks, and scholarly materials in mathematics problem solving was to a “ great extent ” but “ low ” on the use of mathematics software and videos. Along assessment, s tudents have a “ great extent ” of exposure to assessment on knowledge, comprehension, application, synthesis, and evaluation skills but to a “ low extent ” on assessment that requires metacognitive and reflective thinking.

Instructional Exposure of Senior High School Students to Approaches that Promote Critical Thinking and Problem-Solving Skills