Media and information literacy and critical thinking skills of science, technology, engineering and mathematics (stem) students/ 
Paul Corpuz Morales 
 - Bayombong:  Nueva Vizcaya State University,  2019. 
 - xxi, 149 leaves :  colored illustration ;  28 cm. 
<br/><br/> This study identified if there existed a significant correlation between the perception of the level of Media and Information Literacy and the level of Critical Thinking Skills of Grade 12 Science, Technology, Engineering and Mathematics (STEM) students of Saint Mary's University Senior High School.<br/><br/>The study employed a descriptive inferential method of research, particularly comparative and correlational techniques. The research instruments used for the study were the Media and Information Literacy Questionnaire which was adopted from the Global MIL Assessment Framework of UNESCO Communication and Information Sector, and the Critical Thinking Questionnaire also known as the Watson-Glaser Critical Thinking Appraisal which was derived from Assessment Day, a company based in United Kingdom. To determine the significant differences on the level of MIL and critical thinking skills scores of the respondents when grouped according to age, sex and type of school, independent samples t-test was used, and when grouped according to ethnicity, number of gadgets owned and being used, and number of hours of exposure to different forms of media per day, one-way ANOVA and Brown-Forsythe Robust Test for Equality of Means were used. In evaluating the significant difference between or among variables, t-test and F-test were used. In testing the significant correlation between the domains of media and information literacy and critical thinking skills, Pearson r correlation test was used. For all tests of hypotheses, the significance level was set at 0.05.<br/><br/>Results of the study showed that the respondents had very satisfactorily manifested Media and Information Literacy. However, their critical thinking skills were described as fair. Most of the students were on the below average percentile rank of the critical thinking skills. Moreover, no significant differences existed on the level of media and information literacy and level of critical thinking skills of the respondents when they were grouped according to profile variables. Finally, there was no significant relationship between the level of media and information literacy and level of critical thinking skills of the senior high school STEM students.	<br/><br/>The Administration may continue sending its faculty members to participate in seminars and trainings related to enhancing the students Critical Thinking Skills and or through Media and Information Literacy. The Senior High School principal, in cooperation with the academic coordinators and faculty members should continue enhancing and enriching the Senior High School Media and Information Literacy learning guides to further develop the Media and Information Literacy of students<br/>The Senior High School faculty members who teach Critical Thinking in the 21 Century and Academic Reading and Writing should employ relevant and innovative teaching strategies to effectively impart Critical Thinking Skills to the students’ Future researchers may conduct further inquiry or investigation on how Media and Information Literacy develops the Critical Thinking of individuals. They may use a more contextualized Critical Thinking Skills exam to match the level of awareness and interests of the students.<br/>  Thesis (Master of Arts in Teaching - English) 
<br/><br/>Includes bibliographical references.