Critical Thinking Skills and Mathematics Performance of Teacher Education Students
Milgie B. Jesto
*
Institute of Professional and Graduate Studies, Southern Philippines Agri-business and Marine and Aquatic School of Technology (SPAMAST), Malita, Davao Occidental, Philippines.
Carlito B. Balandra
Institute of Professional and Graduate Studies, Southern Philippines Agri-business and Marine and Aquatic School of Technology (SPAMAST), Malita, Davao Occidental, Philippines.
Aldwin T. Miranda
Institute of Professional and Graduate Studies, Southern Philippines Agri-business and Marine and Aquatic School of Technology (SPAMAST), Malita, Davao Occidental, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This study examined the link between critical thinking skills and mathematics performance among students in a teacher education program using a descriptive‑correlational design. A total of 106 respondents participated through an adopted Critical Thinking Questionnaire (CThQ). Results showed that most students had average to high levels of critical thinking, while only a few scored low. In terms of mathematics, many students performed at a good level, with some attaining superior performance. Correlation analysis confirmed a significant relationship between critical thinking and mathematics performance. Regression analysis further indicated that critical thinking skills significantly influence mathematics performance. These findings point to the importance of strengthening critical thinking as a pathway to better mathematics achievement.
Keywords: Critical thinking, mathematics performance, Benjamin Bloom’s educational objectives