Problem-Based Learning Strategy, Critical Thinking Skills and Mathematics Achievement of Students

Abstract

This study examined the relationship among Problem-Based Learning (PBL) strategy, critical thinking skills, and mathematics achievement of Grade 7 students under the Revised K–10 Curriculum during the school year 2025–2026. Using a descriptive-correlational research design, the study involved 173 Grade 7 students selected through stratified random sampling from a population of 304 learners. Data were gathered using a researcher-made questionnaire that assessed the extent of Problem-Based Learning strategy as well as students’ critical thinking skills. Mathematics achievement was measured using the students’ final grades in Mathematics. The findings revealed that the extent of Problem-Based Learning strategy was high, while the respondents also demonstrated a high level of critical thinking skills. Mathematics achievement was found to be satisfactory. Further analysis revealed a significant relationship between Problem-Based Learning and critical thinking skills. However, no significant relationship was found between Problem-Based Learning and mathematics achievement, as well as between critical thinking skills and mathematics achievement. The findings suggest that Problem-Based Learning serves as an effective approach for developing students’ critical thinking skills but does not necessarily translate into higher mathematics achievement. Overall, the study underscores the value of learner-centered and inquiry-based instructional practices in fostering higher-order thinking skills while highlighting the influence of other factors on students’ academic performance in Mathematics.