Critical Thinking Skills and Mathematics Problem-Solving Performance Among Grade 7 Learners of Loyola National High School, Division of Surigao del Sur: A Descriptive-Correlational Approach
DOI:
https://doi.org/10.5281/zenodo.24056102Keywords:
Critical Thinking Skills, Mathematics Problem-Solving Performance, Grade 7 Learners, Descriptive-Correlational Research, Mathematical Reasoning, Self-Regulation, Problem Interpretation, Mathematics Education, Predictive Analysis, MATATAG CurriculumAbstract
This study examined the relationship between critical thinking skills and mathematics problem-solving performance among Grade 7 learners of Loyola National High School, Division of Surigao del Sur, during School Year 2025–2026. Employing a quantitative descriptive-correlational research design, the study involved 62 Grade 7 learners. Data were gathered using a researcher-made Critical Thinking Skills in Mathematics Questionnaire and a curriculum-aligned Mathematics Problem-Solving Performance Test. Statistical analyses included weighted mean, standard deviation, frequency, percentage, Pearson product-moment correlation, and multiple linear regression. Findings revealed that learners demonstrated a high level of critical thinking skills (M = 2.99), with self-regulation and interpretation obtaining the highest ratings, while inference ranked lowest. However, mathematics problem-solving performance was low, with an overall mean percentage score of 35.40%. Among its components, interpreting and evaluating answers obtained the highest score (43.23%), while formulating problems registered the lowest (30.65%). The overall relationship between critical thinking skills and problem-solving performance was positive but statistically insignificant (r = .235, p = .066). Nevertheless, interpretation (r = .334, p = .008) and self-regulation (r = .261, p = .040) demonstrated significant positive relationships with performance. Multiple regression analysis indicated that the overall model was not statistically significant (R² = .195, p = .054), although interpretation emerged as a significant individual predictor (p = .040). The study concluded that favorable critical thinking tendencies do not necessarily translate into stronger mathematical performance. It recommends targeted instructional strategies emphasizing problem interpretation, procedural fluency, reflective reasoning, and curriculum-aligned problem-solving activities.
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