Logic is a branch of philosophy that deals with the art and science of correct thinking. The study of logic can satisfy a wide range of interests and abilities. It develops the imagination. It trains in clear and logical thought. It is a challenge, with varieties of difficult ideas and unsolved problems, because it deals with the questions arising from complicated structures. Yet, it also has a continuing drive to simplification, to find the right concepts and methods, to make difficult things easy, to explain why a situation must be as it is. In so doing, it develops a range of languages and insights, which may then be applied to make a crucial contribution to our understanding.
The standards of learning for logic identify academic content for the essential component of the philosophy’s curriculum at different year levels for both public and private tertiary schools. The standards of learning are not intended to encompass the entire curriculum for a given year level or course or to prescribe how the content should be taught. Teachers should be encouraged to go beyond the standards and to select instructional strategies and assess methods appropriate for their students.
The main reason for studying logic to an advance level is that it is interesting and enjoyable. People like its challenge, its clarity, and the fact that you know when you are right. The solution of a problem has an excitement and a satisfaction. One will find all these aspects in a university’s degree course. One should also be aware of the wide importance of Logic, and the way in which it is advance at a spectacular rate. Logic is about pattern and structure; it is about logical analysis, deduction, calculation within these patterns and structures. When patterns are found, often in widely different areas of science and technology, the logic here is that there is a pervasive influence in our everyday lives and contributes to the success of every student.
Students today require stronger logical knowledge and skills to pursue higher education, to compete in a technologically oriented workforce, and to be a well-informed citizen. Students must gain an understanding of fundamental ideas in logic such as the relevance of terms, comprehension, extension, proposition, eduction, logical equivalence, syllogism, and fallacies, and develop proficiency in argumentation and debate.
In addition, students must learn how to use a variety of methods and tools to philosophize, think critically, calculate analytically, and solve logically. Logic is the art of conforming one's thoughts to the Law of Identity. In one respect, thoughts have to conform to the Law of Identity, as everything else does. This has to do with the nature of thoughts. Ideas have a different nature than memories which are different from emotions. In this regard, all thoughts conform to the Law of Identity.
The relevance of logical ability is not only of great importance in everyday lives, but it is also a skill that is indispensable for students in school. Very little of what happens in any learning situation is not dependent on logical thinking. It is often stated that students nowadays find it difficult to deal with definitions, meanings, propositions, syllogism, and even in solving logical problems. This is brought about by traditional way of spoon feeding method of teaching, although it helps foster memorization and recalling, still there will be a great need to enhance the logical abilities of the students in a more precise and enjoyable ways. In the light of the aforementioned background, this study will attempt to delineate the levels of logical ability of the engineering students of TIP-Manila.
This study will attempt to establish the level of logical ability of the engineering students of TIP-Manila. It will cover the six (6) personal profile indicators namely; age, gender, year level, course, type of school graduated from, and high school grade point average, and six (6) logical ability indicators namely; definitions and meanings, propositions, square of oppositions eductions, syllogisms, and solving logical problems, as the evaluation criteria in assessing the logical abilities of the students.
This study has six groups of respondents, the Chemical Engineering, Civil Engineering, Computer Engineering, Electronics and Communications Engineering, Electrical Engineering, and Mechanical Engineering students-respondents which compose of three hundred fifty-three (353) students who are officially enrolled in different engineering programs of the Technological Institute of the Philippines-Manila for the first semester of academic year 2007-2008.
The assessment of the six groups of respondents toward the different item indicators for each variable utilizes a grade-point scale with the equivalent scores, namely: 96 and above – superior, 91 – 95 – excellent, 86 – 90 - above average, 81 – 85 – average, 75 – 80 - below average, and 74 and below – poor. Analysis was done in the specific areas namely: definitions and meanings, propositions, square of oppositions, eductions, syllogisms, and solving logical problems.
Findings show that majority of the students-respondents belong to the 17 years old bracket, males, second year college students taking up Bachelor of Science in Electronics and Communications Engineering and those who finished their high school in a private secondary institution with a high school grade point average that belong to the 81 - 85 grade point average bracket.
Findings also show that the levels of logical ability of the engineering students-respondents of the Technological Institute of the Philippines-Manila found to be average in the different aspects of the logical ability tests which is a clear manifestation that most of the engineering students are not very familiar with the logical qualities of terms and not fully capable of identifying the given propositions including the appropriate symbols, types, and its equivalent.
In view of the findings of the study, the following recommendations are hereby presented for consideration:
1. Students should be given an insight on the significance of definitions and meanings, propositions, square of oppositions, eductions, syllogisms, and solving logical problems.
2. Students should be trained on how to develop their logical ability by putting emphasis on their knowing powers.
3. Design an instructional material that will facilitate the transfer of knowledge in order for the students to have a basic understanding of the eight syllogistic rules.
4. Students should develop self-confidence and at the same time seek ways in improving their logical and critical thinking skills.
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