Reflective Questioning as a Pedagogical Strategy for Enhancing Student Engagement and Critical Thinking in the Life and Works of Rizal Course

The increasing emphasis on learner-centered pedagogy in higher education necessitates instructional strategies that promote student engagement and higher-order thinking, particularly in humanities courses. This study examines the effectiveness of structured reflective questioning in The Life and Works of Rizal, a mandated general education course in the Philippines under Republic Act No. 1425. Although the course is central to cultivating historical awareness and civic identity, instruction has often remained lecture-driven, potentially limiting analytical engagement. Anchored in constructivist and reflective learning theories, the study investigates how reflective questioning influences cognitive, behavioral, and affective dimensions of engagement, as well as critical thinking development. A descriptive quantitative design was employed involving 130 undergraduate students. Data were collected using a validated 25-item survey instrument and analyzed through descriptive statistics across five domains: content comprehension, analytical reasoning, personal relevance, holistic learning experience, and instructional effectiveness. Results indicate consistently high levels of agreement, suggesting that structured reflective questioning enhances conceptual understanding, promotes critical analysis of Rizal’s texts and socio-political contexts, and strengthens connections to contemporary civic responsibility. Clarity, contextual alignment, and guided discussion emerged as key determinants of effectiveness. Slightly lower ratings in emotional motivation and active participation indicate the need for complementary dialogic strategies. The findings support the integration of reflective questioning within humanities pedagogy to foster critical inquiry and transformative learning outcomes.