CRITICAL THINKING AND PROBLEM SOLVING SKILLS IN

MATHEMATICS OF GRADE 11 (HUMSS) STUDENTS OF LAGUNA

UNIVERSITY: A PERCEPTION

I. INTRODUCTION

In the Philippines, an alarming observation of Filipino students reveals that they

excel in knowledge acquisition but fare considerably low in lessons requiring higher

order thinking skills. How students learn and how to measure student performance in

these areas are thus a priority concern of policy makers and educators worldwide. It

cannot be denied that most of the prospective college students are unprepared for learning

mathematics. The low understanding level accompanied by discouraging achievements of

the students in Mathematics has become a cause of great concern of our country and has

bothered badly the educationists. As cited by Benito in the study of Cabatay et.al (2011)

that mathematics is learned because of many reasons. Firstly, the mastery of basic

mathematical skills is needed in order to cope with the demand of life. Such demands

include being numerically literate, gaining tools for future employment, developing the

prerequisites for further education, and appreciating the relationship between

mathematics and technology. Secondly, mathematics is the language of the sciences, and

many disciplines depend on this subject as a symbolic means of communication. Thirdly,

mathematics education can play an important part in developing students’ general

decision making and problem solving skills.

 Mathematics is one of the subjects that require critical thinking and problem

solving. Critical thinking refers to an ability to analyze information, to determine the

relevance of information gathered and then to interpret it in solving the problems (Gagné,

1988). It requires high-level thinking; includes the component skills of analyzing

arguments, making inferences using inductive or deductive reasoning, judging or

evaluating, and making decisions or solving problems. It is generally agreed upon that

Critical Thinking capabilities are crucial to one’s success in the modern world, where

making rational decisions is increasingly becoming a part of everyday life. Solving

problems effectively requires students to identify, define and solve problems using logic,

as well as lateral and creative thinking. In the process, students arrive at a deep

understanding of the topic area and construct new knowledge and understanding on

which they are able to make decisions. Good problem solving skills empower students in

their educational, professional, and personal lives. Nationally and internationally, there is

growing recognition that if education is to produce skilled thinkers and innovators in a

fast-changing global economy, then problem solving skills are more important than ever.

The ability to solve problems in a range of learning contexts is essential for the

development of knowledge, understanding and performance. Requiring students to

engage with complex, authentic problem solving encourages them to use content

knowledge in innovative and creative ways and promotes deep understanding.

 II. BACKGROUND OOF THE STUDY

In the last five years, the Philippines is the last country in Asia and one of

the three countries worldwide with a 10-year pre-university cycle (Angola and Djibouti

are the other two). To enhance the Philippines Basic Education system a 12-year program

is found to be the best period for learning under basic education. It is also the recognized

standard for students and professional globallyin compliance to Republic Act No. 10533

otherwise known as Enhanced Basic Education Act of 2013.

The Laguna University is located at Laguna Sports Complex, Sta. Cruz,

Laguna. Laguna University in implementation of K-12 program was able to get a

Government Permit (R-IVA) No. SHS-287, s 2015. The said university opens its first

Senior High School for the 11th grade with threedifferent tracks such as Academic Track,

Technical-Vocational Livelihood Track and Sports Track.Humanities and Social Science

(HUMSS) as a strand is under the Academic Track and this is the only strand that is

aligned in getting BS Education as a course.

Moreover, one of the subjects in the said strand is mathematics and its

assessment requirement is the critical thinking and problem solving skills of the

students.A significant number of students are not learning problem solving and critical

thinking skills that are central to the core goals of general education across all disciplines

at the postsecondary level (McLaughlin et al., 2014). These skills will be applicable in

workplaces and in numerous life experiences where one is required to think and reason

critically. The various constituents in education recognize the importance and lifelong
value of teaching critical thinking and problem solving (Haas & Keeley, 1998;

Willingham, 2008).

The present study entitled “Critical thinking and problem solving skills in

Mathematics of Grade 11 (HUMSS) students of Laguna University: APerception” is

related to the aforementioned studies for it talks about the critical thinking and problem

solving of the students. According to Snyder & Snyder, 2008, instruction using

investigative techniques rather than those requiring only rote memorization promotes

these higher-order thinking skills. Furthermore, research on teaching critical thinking and

problem solving reveals overarching themes of student involvement, learning styles,

student motivation (e.g.,Lockwood, 2007; Reiff, 1996), and instructors’ perceptions and

behaviors (e.g., Haas & Keeley, 1998; Wulff&Wulff, 2004). Hence, this study will be

conducted to determine the critical and problem solving ability of the Grade 11

(HUMSS) students of Laguna University.

III. THEORETICAL BACKGROUND

This study is anchored in John Dewey’s definition of critical thinking as reflective

thinking, it is active, persistent and careful consideration of a belief or supposed form of

knowledge in the light of the grounds whichsupport it and the further conclusions to

which it tends. (Dewey,1909, p. 9)

A support in Dewey’s definition, Edward Glaser, co-author of what has become

the world’s most widely used test of critical thinking, the Watson–Glaser Critical
Thinking Appraisal. Glaser says that critical thinking is an attitude of being disposed to

consider in a thoughtful way the problems and subjects that come within the range of

one’s experience, a knowledge of the methods of logical enquiry and reasoning; and

some skill in applying those methods. Critical thinking calls for a persistent effort to

examine any belief or supposed form of knowledge in the light of the evidence that

supports it and the further conclusions to which it tends. (Glaser,1941, p. 5)

According to Robert Ennis, Critical thinking is reasonable, reflective thinking that

is focused on deciding what to believe or do. (Cf. Norris and Ennis, 1989)Notice the

emphasis on being ‘reasonable’ and ‘reflective’, which picks up on earlier definitions, but

notice also that Ennis speaks of ‘deciding what to . . . do’, which was not explicitly

mentioned earlier; so decision making is part of critical thinking in Ennis’s conception.

Unlike Dewey’s definition, this definition needs no further explanation because the words

are familiar to us. We shall see later that there may be questions about how good a

definition it is, but it is reasonably clear what Ennis means.

In problem solving, Stanic and Kilpatrick (1989) identify three main themes

regarding its usage. In the first theme, which they call “problem solving as context,” says

that problems are employed as vehicles in the service of other curricular goals. They

identify five such roles that problems play: p. 13. The second theme is “problem solving

as skill.” p. 13. Typically problem solving techniques (i.e. drawing diagrams, looking for

patterns when n = 1,2,3,4,…) are taught as subject matter, with practice problems so that

the techniques can be mastered. After receiving this kind of problem solving instruction

(often a separate part of the curriculum), the students' “mathematical tool kit” is
presumed to contain “problem solving skills” as well as the facts and procedures they

have studied. p. 14. The third theme is “problem solving as art.” This view, in strong

contrast to the previous two, holds that real problem solving (that is, working problems of

the “perplexing” kind) is the heart of mathematics, if not mathematics itself. p. 14 The

mathematician's main reason for existence is to solve problems, and that, therefore, what

mathematics really consists of is problems and solutions. (Halmos, 1980, p. 519) p. 15

IV. CONCEPTUAL FRAMEWORK

The conceptual framework explains the relationship of the Critical

thinking and problem solving skills in the academic performance of the Grade 11

(HUMSS) students in General Mathematics and its relationship in their age, gender and

civil status.
Figure 1:

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Learning and
Innovation Skills in
terms of: Grade 11 (HUMSS)
Student’s Academic
 Critical Performance in
Thinking Skills General Mathematics
 Problem
Solving Skills

INTERVENING VARIABLE

Student’s profile:

 Age
 Gender
 Civil Status
 The conceptual model of this research is shown in the figure above in the

form of research paradigm. The research paradigm consists of independent variable,

dependent variable and intervening variable.

The Frame 1 contains the independent variable: Learning and Innovation

Skills in terms of the Critical thinking and Problem Solving Skills of the Grade 11

(HUMSS) students.

The Frame 2 contains the Dependent Variable: Grade 11 (HUMSS)

Student’s Academic Performance in General Mathematics

The Frame 3 holds the Intervening variables: Student’s profile involving

their age, gender and civil status.

V. STATEMENT OF THE PROBLEM

The purpose of this study is to determine the level of critical thinking and problem

solving of Laguna University Grade 11- HUMSS students.

Specifically, answers to the following research questions were sought in this study.

1. What is the level of Grade 11 students’ skills in the following:

 Critical thinking?

 Problem solving?

2. What is the academic performance of students in Mathematics?

3. What are the significant relationships between Mathematics performance and level of

critical thinking and problem solving skills?

4. What is the extent of difficulty the students encountered in mastering the content areas

of Grade 11- HUMSS students in Mathematics? Which areas are considered difficult?

VI. HYPOTHESIS

Ho: There is no significant relationship between the level of critical thinking and problem

solving skills and the academic performance in Mathematics in terms of:

a. Age

b. Gender

c. Civil Status

HA: There is significant relationship between the level of critical thinking and problem

solving skills and the academic performance in Mathematics in terms of:

a. Age

b. Gender

c. Civil Status
 VII. SIGNIFICANCE OF THE STUDY

The primary goal of this study is to find out if Critical Thinking and

Problem Solving Skills affect the academic performance of the Grade 11 (HUMSS)

students in General Mathematics.

For the Grade 11 (HUMSS) students to gain the skill of problem solving

and to think critically who could overcome the problems effectively and insightfully

during their real lives which involves the Mathematics. And to develop intuitive critical

thinking intuition and discipline their imaginations so as to be able to generate cases that

exemplify abstractions.

For the teachers to provide the HUMSS students a basis in the subject for

using what they learn, that they will eventually be able to take what they learn and put it

to use in the everyday world. And to determine the extent to which they can give

examples of what they are teaching.

For the parents to fully understand the needs of their children in

Mathematics so that they can give assistance and support for them.

For the institution to give opportunities for facilitating students learning

General Mathematics.

For the readers to help them gain knowledge about critical thinking and

problem solving in mathematics and how to use them accurately.

 For the future researchers to provide information about critical thinking

and problem solving skills that influence to the academic performance in mathematics

and to determine the extent of the skills.

VIII. SCOPE AND LIMITATION

The study mainly focuses on how Critical Thinking and Problem Solving

Skills affect the academic performance of the students in Mathematics. The study will try

to determine the beliefs about mathematical problem solving of the mathematics.

This study will be conducted in Laguna University, Laguna Sport’s

Complex, Brgy. Bubukal, Sta. Cruz, Laguna during the First Semester of SY 2016-2017

and Grade 11 (HUMSS) students as the respondents of the study. The respondents were

chosen purposively y the researches because the strand in the Senior High School

Program is parallel in taking BS Education as a course and the researchers wanted to

observe how capable the students are in using their critical thinking and problem solving

skills.