Critical Thinking Skills in Relation to Performance of Students in Procedural and Word Problem Assessment

Abstract

This study entitled "Critical Thinking Skills in Relation to Performance of Students in Procedural and Word Problem Assessment," examined the relationship between critical thinking skills and mathematics performance on procedural and word-problem assessments among Grade 10 students in Algebra. The study involved one hundred thirty (130) Grade 10 students from a public high school in the Negros Island Region during the school year 2025–2026. Data were gathered using the Critical Thinking Questionnaire (CThQ) developed by Kobylarek et al. (2022) and researcher-made procedural and word-problem assessments that underwent validation and reliability testing. Findings revealed that the students demonstrated an average level of critical thinking skills and attained average performance in both procedural and word-problem assessments. Moreover, the results indicated no significant relationship between students’ critical thinking skills and their performance in either procedural or word-problem assessments. The findings suggest that factors other than critical thinking skills may influence students’ performance in Algebra.