Central Philippines State University

Hinigaran Campus
Hinigaran , Negros Occidental

CHAPTER I

Background of the Study

Critical Thinking Skills are generally seen as one of the essential skills in terms of

equipping individuals to participate in a changing democratic society (Davies, 2015). It plays a

vital role in the learning process, especially in higher education where students are required to

analyze, evaluate and synthesize information. These skills encompass analyzing arguments,

making inferences, evaluation and self-regulation (Eunice et al., 2024). In fact this is considered

as a highly valued skill in education and an important principle which train student to have a

better and improved ability in constructing and analysing information and the enhancement of

their ability to reason out.

Critical thinking is at the core of most intellectual activity that involves students learning to

recognize or develop an argument, use evidence in support of that argument, draw reasoned

conclusions, and use information to solve problems. Examples of critical thinking skills are

interpreting, analyzing, evaluating, explaining, sequencing, reasoning, comparing, questioning,

inferring, hypothesizing, appraising, testing and generalizing (ACARA, 2024). In the field of

Education, the development of critical thinking skills is crucial for promoting a successful

teaching tactics and strategies, classroom management and problem solving activities, especially

for those students taking up Bachelor of Elementary Education. As this abilities support students

intellectual development which influence their success in the classroom. Thus, critical thinking

abilities are influenced by a number of variables including psychological and sociological one.
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These factors influenced the ability of students to think critically which impacted their academic

performance. Numerous studies result showed that there is a mixed result regarding the

relationship between critical thinking skills and the academic performance of the students. As

supported by the study conducted by Zulfgar & Hayat (2023) it reveals that there is no

significant correlation between student’s critical thinking skills and their academic performance

in higher education, while in the study of Baylon (2014) it was found that there is a significant

differences in critical thinking skills among the level of students.

However, in the Philippine education system and the data results, it appeared that there are

students who have experienced low engagement to critical thinking as an essential skill to their

chosen field of profession/program. Philippines are considered as the country who has the

lowest PISA scores in the 2022 report as affirmed by PISA (2022). It is shown that the student’s

level of critical thinking skills has a great variation when they enter university as some student’s

shows unsatisfactory levels. Therefore, fostering these skills is important especially for those

students under Bachelor of Elementary Education as this is needed for the field of specialization

they choose.

These studies seek to determine the factors that affects and influence critical thinking

skills of Bachelor of Elementary Education Student’s in regards to their overall academic

performance.
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Theoretical Framework

This study will be anchored to the cognitive development theories. Among emerging

adults posit that environmental and age-related influences are responsible for individual

differences in complex reasoning abilities (Orona et al., 2022). Therefore, the concept of 21st

century skills has gained popularity in higher education and general education during the past

few decades. The fundamental tenet of this concept is the conviction that individuals who leave

school to enter the workforce today need a specific skill set in order to be successful and

contribute to the advancement of the economy and society in an environment that is both

challenging and complicated (Tight,2021).

In addition, the key contributions, according to Li et al. (2021), are on describing the

critical skills and subject-matter expertise in demand in the manufacturing sector and identifying

possibilities for worker training and up skilling to solve the growing skills and knowledge gap.

However, Kocak et al. (2021) examined if problem-solving and other 21st century skills (such as

algorithmic thinking, creativity, digital literacy, and effective communication) are related via the

lens of cooperation and critical thinking. Additionally, Jean Piaget supposes students to have a

Formal Operational Stage which he calls the hypothetical-deductive reasoning of the ability to

think theoretically. As the word implies, this thinking make use of theories which denotes the

processes of careful investigation, intelligent analysis and based judgement

Conceptual Framework
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To conceptualize, this study seeks to identify the Factors affecting critical thinking skills

in relation to the academic performance of Bachelor of Elementary Education students. The

schematic diagram shows the relationship among the variables; wherein the diagram is consist of

two variables namely independent and dependent variable. The independent variable has two

parts. The Socio-demographic profile of students in terms of Age, Sex and Year level .The

second parts is the Factor’s Affecting Critical Thinking Skills. The dependent variable talks

about the Academic performance of BEED students.

Schematic Diagram

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Socio-demographic profile of

the student

a. Age

b. Sex

c. Year level

Factors Affecting Critical

Academic Performance of
Thinking Skills
Bachelor of Elementary
1. Psychological factors Education Students
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Figure [Link] Diagram of the study showing relationship among variables

Statement of the Problem

This study aims to determine Factors Affecting Critical Thinking Skills in relation to

Academic Performance of Bachelor of Elementary Education Students. Moreover, this study

study seeks to answer the following questions;

1. What is the socio-demographic profile of the students in terms of;

A. Age

B. Sex

C. Year Level

2. What is the extent of Factors Affecting Critical Thinking Skills of Students in terms of;

A. Psychological Factors
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a .Cognitive biases

b. Emotional States

B. Sociological Factors

a. School Environment

b. Peer Influence

3. What is the level of Academic Performance of Bachelor of Elementary Education Students?

4. Is there a significant difference between student’s academic performances when grouped

according to their Socio-demographic profile?

5. Is there any significant difference between factors affecting Critical thinking skills when

grouped according to the socio-demographic profile?

6. Is there any significant relationship between factors affecting critical thinking skills to the
student’s academic performance?

HYPOTHESIS

After the formulation of the Statement of the Problem, the following hypotheses were drawn.

1. There is no significant difference between student’s academic performances when grouped

according to their socio-demographic profile.

2. There is no significant difference between factors affecting critical thinking skills when

grouped according to the socio-demographic profile of the students.

3. There is no significant relationship between factors affecting critical thinking skills in relation

to the student’s academic performance.

Scope and Limitations of the Study

 Central Philippines State University
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The focus of this study is to determine the Factors that affects and influenced critical

thinking skills of the students taking up Bachelor of Elementary Education in relation to their

academic [Link] study will be conducted to the students of Central Philippine State

University-Hinigaran Campus, 1st to 3rd year students for the S.Y. 2024-2025. It will be limited to

the students enrolled under the college of Teacher Education major in General Education 1 st – 3rd

year students only who is officially enrolled in the S.Y. 2024-2025.

Significance of the Study

The generalization of this study is a great contribution to vast knowledge in relation

to student’s interest. Vital results of this study where highly significant and beneficial to the

following:

School Administrator. The result of this study will help the administrators to manage,

develop and improve curriculum design that may help in developing and enhance student’s

critical thinking skills which are essential to their academic success and their future professional

endeavors.

Teachers. The result of this study will help the teachers enhanced their teaching tactics

and strategies. Furthermore, this will help them to create and utilize the right teaching style and

classroom activities that will foster critical thinking that will allow them to engage in a critical

thinking centred pedagogy.

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Student. This study will help student increased their engagement in many activities that

will help them improved their learning performance. On the other hand, the result of this study

will improve the self- awareness of the students that will help them understand the importance

critical thinking skills to their chosen field of specialization.

Community. This study will serve as an instrument for the community in developing

programs which may greatly influenced the development of the critical thinking skills of the

youths in the community.

Parents. The result of this study will benefit the parents in terms of supporting the future

endeavors of their children. This will inform them how their small actions and support will

benefit’s their children.

Future Researchers. The result of this study serves as a source of information for further

study on the Critical Thinking Skills of BEED Students. In addition, it will help them to enhance

and develop their research through gathering more data and deeper analysis.

Ddefinition of Terms

For better clarification and understanding of terms related to this study, the following

terms are defined conceptually and operationally.

Critical Thinking Skills. Conceptually, it is the ability to effectively analyze information

and form judgement (Ryan, E. 2023)

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Operationally, it refers on the ability of BEED students in interpreting, analysing data and

information, their ability to construct knowledge and their ability to reason out.

Psychological. Conceptually, it refers to the elements that influence and individual mental

state such as perceptions, emotions, attitude and cognitive process.

(American Psychological Association,2020)

Operationally, this refers to the different factors such as cognitive biases and emotional

states that affects and influents the critical thinking abilities of the BEED students .

Emotional States. Conceptually, it refers to a complex affective phenomena that

integrates subjective feelings, psychological changes and behavioural responses on how

individual experience their environment (Lewis et al., 2018)

Operationally, this refers to the different emotions that affects and influenced the mental

states of a student’s that hinder their ability to be able to think critically.

Sociological. Conceptually, it pertains to the study of society and social behaviour. It

involves aspect of social life, such as social structures, institutions , group dynamics and cultural

norms that may affect individual and group behaviour ( Giddens, A. et al., 2017)

Operationally, in this study it is the social factors such as school environment and peer

influence which directly influenced the behavior of students that affects their academic

performance and success.

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School Environment. Conceptually, it is defined as the “combination of physical

settings, social interactions and organizational structures that influence the educational

experience” (Wang & Degol, 2015)

Operationally, it refers to the classroom environment, school settings, teaching method used

and utilized by the teachers that plays a significant role in the development of critical thinking

abilities of the students.

Peer Influence. Conceptually, it is defined as “the effects peer exerts on one another’s

attitudes, behaviour and choices through direct interactions and social norms (Berndt, 2017)

Operationally, it refers to the influenced exerts by the different peer group that affects and

influenced student’s performance and school.

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CHAPTER II

REVIEW RELATED LITERATURE

The following terms are the review related literature of the studies of Critical Thinking

Skills of BEED Student’s the following will be the themes.

Critical Thinking Skills

One such concept of Critical Thinking has been much talked about in the educational

literature. That is why these skills should be encouraged and developed in all higher education

courses. As this skill, is useful for evaluating or assessing information with an objective of

analyzing (Ennis, 2018). Critical thinking has traditionally been defined as the active process of

agreeing or disagreeing with information, judging to ascertain its truth and transforming

misinformation into new ideas (Florea & Hurjui, 2015).

According to Hasruddin & Rezeqi (2015) one of the college students was trained using

critical thinking supervision by instructor and the rest was not. Research has shown positive

relationship between critical thinking and the academic performance of students in different

majors (Guo, et al, 2020). Some of the traits of critical thinking are, flexible, genuine,

pluralistic-thinking, wonder-makes us think on toes & solitaire (Gilhooly, Ball & Macohi, 2015)

but participants or an individual makes choices & critically appraises the decisions. Thus, this

gives chance to rationalize the existed knowledge one has own (Howard, Tang & Austion, 2015).

Multiple researchers have underscored the importance of thinking, within the realm of teacher

training (Knight & Robinson, 2019). According to the findings of Zulfgar & Hayat (2023) the
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abilities to analyze and evaluate information critically and formulating one’s opinions and

insights are facets of critical thinking that are intricately connected to advanced cognitive skills.

Recent research has highlighted the significance of integrating thinking into teacher

education programs (Arifin et al., 2020). Nevertheless, findings from studies indicate a gap

between the perceived value and emphasis, on thinking and the practical utilization of methods

aimed at fostering these abilities specifically among BEED students (Knight & Robinsons 2019).

It appears that the issue lies in the disparity, between the perceived significance and the practical

integration of thinking within teacher training programs, which could result in a deficiency of

readiness among students to utilize these skills in their prospective classrooms, within their

chosen area of expertise.

On the study conducted by ( Smith et al in 2020 ) they had found that students involvement

in problem solving tasks and explorations can have an impact on enhancing their thinking skills

to analyze and interpret various scenarios., information accurately as well as apply their

knowledge to real life events and circumstances. On the other hand, a study conducted by

Zulfqar & Hayat (2023) explored the connection between thinking abilities and the academic

success of BEED students. Student possess critical thinking abilities tend to achieve high rate of

academic performance compared to those who have a weaker critical thinking skills. This

underscores the importance of thinking skills in student education and achievement. Critical

thinking is viewed as a skill alongside reading and writing (Wan et al., 2023). It acts as a driving

force, for investigation the pursuit of knowledge creation and the cultivation of logical thought

processes.
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Problem Solving are one of the activities that students are more likely to utilize their

critical thinking skills. As this activity enable students to resolve problems, by facilitating the

construction of more meaningful knowledge ( Loibl & Rummel,2017). Frequently, problem

solving offers student the opportunities to actively engage in the exploration of knowledge,

investigation, observation, formulating solution, which enable students to widen their perspective

, at the same time their ability to think critically and to have a deep comprehension is utilized

( Bunterm et al., 2014)

Akar & Kara (2020) proves that critical thinking attitudes vary from person to person, since

people live in a diverse population with varying perspectives of understand knowledge. On the

other hand Facione, defines critical thinking skills as not only an interpretation and analysis of

information but also as a character traits (inquisitive , open minded etc.), and termed

dispositions (Davies and Bamet, 2015)

Cognitive Biases

Critical thinking is described to be one of the Meta -cognitive processes which consist of

sub skills such as analysis, evaluation and inference. It has been recognized that this skills is the

most important thinking skills and the indicators of the learning quality of the students. Choices

and judgment made by students are influenced by cognitive biases (Cherry 2016). Hence some

authors claim that biases in behavior or cognition can actually facilitate the decision making

process (Johnson et al., 2013) while others describe cognitive biases as ways to optimize

behaviors under certain constraints (Marshall et al., 2013).

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Cognitive biases more generally reflect clear and predictable departures from what could

be called rationality in human cognition (Haselton et al., 2015) “cases in which human thoughts

reliably produce a distortion compared to objective reality. Benson (2020) claims that, cognitive

biases provide individuals solutions to four various problems such as overloading of

information, , brain trick , ability of an individual in dissecting the meaning of the piece of

information he has recently acquired and taken notice of, his intention act on it, the need for him

not to forget that hypothetical important piece of info. However, some of the researchers believe

that if an individual can handle his own cognitive biases, as a result it will be a great help for an

individual to acknowledge and aid bettering decision making which in turn affects an

individual’s critical thinking. Additionally Haselton et al. (2015), claims that cognitive bias is a

situation wherein human cognition reliably produces judgments that are systematically wrong if

they are confirmed to a particular facets of fact. At every level of decision making process, biases

influence the outcome of the decisions.

Some of the researchers found that cognitive biases help an individual understand and

improve decision making which somehow affects the critical thinking ability of an individuals.

As what Caputo (2013) asserts, “cognitive perceptions can highly bias human when making

judgments”, this give emphasis that cognitive biases greatly influenced on how people make

wise decision. Additionally (Dror et al., 2015) claims that cognitive biases work without

awareness, which lead students to be over confident with their conclusions and judgments.

Overconfidence lead students to underestimate the task given to them which is greatly

affects their academic performance (Mazar & Schoin , 2016) . Some students take favor in terms
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of taking information. They take only the information that favors their preconceived notions,

with that the chance to adapt new alternative educational strategies were low , which affects their

academic performances ( Gibbon et al., 2018) . Biases hinder students in accepting any

constructive criticism which impacted to their overall performance ( Kunda, 2017) .

Luippold (2015) claims that biases results in an obvious and detrimental outcomes.

Overcoming this is mostly a matter of individual will and the cultivation of an open mind that is

ready to see another perspective, as cognitive biases comes in many forms that is caused by

various factors such as, mental shortcuts, social pressures, and emotions (Lang, 2019). To reduce

the impact of cognitive biases and improve critical thinking abilities, educational programs,

reflective practices, and feedback mechanisms are crucial tactics.

As a conclusion, cognitive biases greatly influenced the critical thinking skill of students

as they choose to believe and rely on their own ability disregarding evidence that contradicts

their own notions and beliefs. Furthermore, this impacted critical thinking by distorting how

information is processed, evaluated, and integrated. Gerenzer (2018) acknowledge that some

cognitive biases do exist and are harmful. According to him, many of the biases we hold are as

harmful as behavioral economists have led us to believe.

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Emotional States

Emotional states of students have a profound impact in the development of their critical

thinking ability. It significantly influences their ability to engage in an effective critical thinking.

Emotion plays an important role in the human communication and interaction. In the context of

learning, emotional state is one of the factors that greatly affect the performance of many

students. On the study of Marsh, he concluded that emotional intelligence does not vary directly

with gender, but it does have an impact on the holistic assessment of students. Meanwhile,

Farooq (2006) explored the effect of emotional intelligence on the academic performance of

students. This inquiry pointed to the clear superiority of high emotional intelligence, with these

individuals achieving at levels commensurate with orders of preference that were little more than

half the number of the median for those plaintiffs. Indeed, it seems that interpersonal skills, as

signaled by the presence of high emotional intelligence, are a clear pathway to success in high-

stakes environments like school and work. As supported by the study of Upadhyay's (2006) it is

revealed that students with high emotional intelligence had superior self-confidence.

Furthermore, on the investigation study of Plass et al., ( 2014) they had found out that

when emotional design like round shapes and warm colors are used in the classroom instruction

it will induced positive emotions and fostered learning, as it set a positive mood before learning

instruction start. The connection between mental health and critical thinking (CT) skills has not

been directly studied. Still, several programs have probed the effect of a CT skill instruction on

the mental health of young people. Kargar (2013) found that teaching CT skills not only helped
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student score better in their academic assessments but also resulted in fewer depression

symptoms, insomnia, and somatic complaints among the participant. As supported by the study

conducted by Mayer and Estrella (2014) emotionally appealing design enhanced learning.

On the other hand, emotion plays a pivotal role in student learning. Many factors are

found that affects students emotions, one of these is the teacher. Morina (2019) claims that

emotions were influenced by the affective attachment, students develop with their teachers. As

teacher plays a crucial role in fomenting students motivation and emotion ( Trigueros ,2020).

Research had shown that both positive and negative emotions influence cognitive

learning in different ways (Daniels, 2015). Positive emotions such as (enjoyment, curiosity, and

pride) increase flexible learning, student self-regulation and most of all their critical thinking

ability ( Pekrun & Perry, 2014). Enjoyment was related to self-regulation and motivation, which

highly influenced student’s current and future engagement in different activities facilitated by

their teacher or by their peers ( Chatzistamatiou et al., 2015) . Furthermore, enjoyment was also

useful in predicting students learning strategies such as elaboration, critical thinking and self-

monitoring ( Ranellucci, 2015)

In online settings, it was found that students’ emotions are positively correlated with

motivation and performance (Kim et al., 2014) .This claims can be observed in the study

conducted by Butz et al. ( 2015) which examined the effects of emotions on students’ overall
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Achievements, analyzing their impact on Meta- cognitive and cognitive strategies. Students with

a lower level of boredom but higher levels of enjoyment and pride used higher levels of

cognitive strategies, whereas students who felt less bored, angry, shameful, and hopeless but

more engaged and prideful used a higher level of metacognitive strategy (self-regulation).

School Environment

School environment has a motivating factor that makes the teaching and learning process

enjoyable. Classroom design, school culture and the teaching method used are the different

aspects of the school environment that can impact on the student critical thinking ability. The

quality of University students learning environments has been positively associated with the

student learning and experience (Dorman, 2014). Higher Education has been positively receiving

a growing attention worldwide resonate its responsibility in terms of preparing students in the

modern complex knowledge ( OECD, 2019). Classroom environment revealed that physical

environment plays a vital role in the teaching learning process. It affects both the performance of

the teachers and the students ( Suleman and Hussain, 2014). A classroom environment should be

conducive for learning, for student to be able to think clearly and critically. Thus the arrangement

of chairs, tables, lighting and temperature, discipline techniques enacted by the teachers set a

positive mood which lead to a very efficient learning.

The teaching method of the teachers can greatly enhanced the Critical thinking ability of

students. Oz & Memis (2018) showed that the use of the multi-modal representations in ‘writing

to learn’ activities improved the students’ scientific critical thinking skills. Multiple
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representations enables instructors and teachers to display concepts via verbal, pictorial, graphics

and diagram which may measures students ability to analyze concepts bases on the

representation used. This enables students to be able to utilize their critical thinking ability.

Representations contain the interpretation and explanation of a scientific idea or concept

by using such modes as analogies, verbal statements, written texts, diagrams, graphics and

simulations (Tang, Delgado & Moje, 2014), by this students reasoning skills and the ability to

think critically will be in great use. On the study conducted by Anggereini & Yeliante (2023 )

shown that there is a positive effects on students critical thinking skills and interest when they

will have an active participation on the Pro-environmental behavior-based learning.

A pro- environmental behavior is one of the very important behaviors possessed by

every human. Through this students will be able to create a good and comfortable environment.

In addition, the situation of environment students are in, will greatly affects the thinking

activities of students, especially the critical thinking skills (Liu, Y., & Pasztor, 2022). Students

certainly faced with various environmental problems around them, especially in school

environment. The emotional and social environment of the classroom has a big influence on how

students develop their critical thinking abilities.

The significance of a classroom setting that is supportive has been emphasized by recent

researches. Huang and Liang (2019) found that a classroom environment which values mutual

respect and open communication has been shown to improve student’s critical thinking skills.

Students are more likely to participate in critical thinking exercises when they feel emotionally
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supported. Furthermore, a study in the year 2021 indicated that classroom settings that support

intellectual risk-taking and provide helpful criticism raise student’s critical thinking

abilities .This highlighted how critical thinking skills development of students requires an

inclusive and supportive school environment.

Teacher role in the classroom is a key factor that greatly influenced student’s critical

thinking ability. Teacher must utilized creative exercises and activities during the lesson proper to

encourage learners to be more motivated and inspired to learn. As a result, students will be given

a change to use their cognitive capacity and with that, their critical thinking skills will be in great

used, consequently they will be able to have the pleasure and satisfaction of the lesson ( Vdovina

, 2013). Throughout the learning process, learning motivation encourages students to perform

activities that will help them achieve their goal, satisfy their need or meet an expectations

( Gopan et al. 2017) Chen & Swan (2020) found that cooperation is also associated with critical

thinking , as cooperative activities enhanced the intellectual ability of a students. Additionally,

Lucas (2020) believes that cooperative works lays the groundwork for discussion in which

students is able to apply their key traits.

As a conclusion, school environments especially the classroom environment played a

significant role on students learning and the development of their essential critical thinking skills.

Teacher played also a pivotal role in shaping the development and character of the students.

Additionally the method teacher and instructor utilized will greatly impact the development of

critical thinking ability of the students both positive and negative.

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Peer Influence

Students in educational institutions—whether positive or negative—are affected by peer

influence. That influence can and does change the way some students perceive themselves. When

peer influence is not conducive, it can certainly lower self-and mutual esteem. Laursen (2018)

claims that peer influence occurs when an individual acts or thinks in ways that he or she would

not normally do. It is the attribute of interaction and direct experiences with friends or

"affiliates." Peer influence is a very strong indicators of child behavior during adolescence as it

provides the vehicle to attain both conformity and differentiation ( Kinderman & Gest,2018).

Adolescence is the stage where students collectively become a part of the society they are

in. They connect and interact with other learners which contributed and influence the way think

and act in the society. Students in this stage activate regions of their brain and peers are likely to

elicit responses (Smith et al. 2015). It was also found that friends appear to elicit a stronger

neurological response in students than peers (Schreuders et al. 2019).They also appear to elicit an

even stronger “affect effect” in terms of to the kind of experiences that make students feel good.

However, the act of co- rumination among friends may relay some detrimental impacts. As

supported by the study of Rose (2014) co-rumination involves togetherness in sifting through the

details of a problem rehashing it, and encouragement when it comes to discussing problems. First

of these negative effects is to press the conversation into a deeper understanding and reworking

of the problem.
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In the realm of education, students often overlook their own beliefs, knowledge, ideas,

and values to avoid comparing their ideas to others. This tendency toward sameness has a

profound impact on the development of critical thinking. Students stifle themselves because they

are afraid of being judged, and this self-censorship directly inhibits important cognitive growth.

As Wang et al. (2022) suggested that, peer influences are more powerful than we think. It

displayed a key influenced in shaping child’s holistic ability. Wang (2022) also found that

friends, large extent, and the average friend significantly impact the academic performance of

students.

Wu and Zhang (2020) looked at this phenomenon from a different angle. As they claim

that the improvement of a peer's average grade significantly boosts one's motivation to perform

better. As supported on the study of educational sociology, it was found that there are an obvious

positive-relationship between a learner’s own academic performance on their peers group

academic performance (Yang,2021).On the other hand , learning and living with a peer who

have an outstanding performance are more likely to motivate other students to have an

outstanding academic performance (Putnam ,2015) while a student living and learning with a

peer who had a poor academic performance or behavioural norms usually lead to some negative

consequences and more likely to have a poor academic performance ( Zhang et al. 2021).

According to Wu & Zhang (2020) the quality of a close friends network and average

academic performance are consider as positive predictors of an adolescent academic

performance .On the other hand, when a learner or students became a member of a specific group

they are committed to a norm of social compliance (Cheng, 2017) tends to follow a consistent
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norms (Ma & Huang, 2021). Additionally Olalekan (2016) found that peer group has a

significant influence mostly on lot of students. They displayed a positive and negative influence

on students but positive influence are more likely to play an important role leading a learner to

have a high academic goal attainment.

Adeyemii (2019) conducted a study on the influence of Peer pressure on junior

secondary school students academic performance in Social studies , he found out that the peer

pressure on academic performance moderately influenced on the area of students performance

and no significantly influence on the others area of the student’s performance . As a basis of this

evidences, peer group positively impact on the learning and academic achievement of a student’s

particularly when it comes to enhancement of their critical thinking.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the research design, locale of the study, respondents of

study, sampling procedure, data gathering instruments, validity and reliability of the instruments

data gathering procedure and data analysis.

Research Design

This study will utilize descriptive-correlational research design using quantitative analysis and

utilizing modified survey questionnaire Descriptive research aims to accurately and

systematically describe a population, situation or phenomenon. It can answer what, where, when

and how questions, but not why questions. A descriptive research design can use a wide variety

of research methods to investigate one or more variables. Unlike experimental research, the

researcher does not control or manipulate any of the variables, but only observes and measures

them (McCrombes, 2023).

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Locale of the Study

This study will be conducted at Central Philippine State University, Hinigaran Campus. The

respondents will be the 1st year to 3rd year BEED students. It is situated at Barangay Gargato in the

municipality of Hinigaran, Province of Negros Occidental.

Figure 2. Map showing the location of the study.

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Respondents of the Study

The respondents of the study are 157 students of Central Philippine State University-

Hinigaran Campus taking up Bachelor of Elementary Education from 1st -3rd year students. There

will be a total of 113 students who are taken as the sample size of the study out of one hundred

thirteen students using the Slovin’s formula and stratified S.

The table below shows the distribution of the respondents of the study.

Respondents of the study

Year level N n

BEED 1- A 29 21
BEED 1-B 29 21
BEED 2-A 30 22
BEED 2-B 30 22
BEED 3-A 20 14
BEED 3-B 19 13
TOTAL 157 113

Sampling Technique

A stratified random sampling is being utilized in selecting the respondents of this study.

The researcher uses this technique to ensure a fairly equal representation of the variables for this

study. This has been accomplished by selecting responses from among the 157 students at

Central Philippines State University- Hinigaran Campus who are enrolled under the College of

Teacher Education major in General Education . In determining the sample size for this study, the

researchers utilize Slovins formula and Stratified S formula to determine how many respondents
 Central Philippines State University
Hinigaran Campus
Hinigaran , Negros Occidental

would be taken to participate in the survey. The table below shows the distribution of the

respondents.

Table 1. Respondents of the Study

Year Level N n

BEED 1-A 29 21

BEED 1-B 29 21

BEED 2-A 30 22

BEED 2-B 30 22

BEED 3-A 20 14

BEED 3-B 19 13

Total 157 113

 Central Philippines State University
Hinigaran Campus
Hinigaran , Negros Occidental

Research Instrument

The researcher used a modified instrument from Elsevie, 2017 in gathering information of 1st

year to 3rd year BEED students. The instrument is composed of two parts. The part 1, the

personal characteristics in terms of: Age, Sex and Year Level. Part 2, which was contain an

indicator with 10 psychological items divided into 2 factors ( cognitive biases , emotional state)

and 10 sociological items divided into 2 factors (school environment, peer influence) a total of

20 items test. The questionnaire was rated as Strongly Agree, Agree, Neutral, Disagree,

Strongly- Disagree.

Validity and Reliability

To establish the validity of the research instrument or questionnaire, a jury composed of three

panels or evaluators, who are experts or knowledgeable in research instrument validation of data. This

will carefully examine the questionnaire items for face and content validity using Good and Scates

validation sheet.

For the reliability of the instrument, it will be administered to BSED- Mathematics 1 st year to 3rd

Year students who are not selected as the respondents of the study. The questionnaire is conducted to 15

BSEB- Mathematics students and it is analyzed using Cronbach’s Alpha.

 Central Philippines State University
Hinigaran Campus
Hinigaran , Negros Occidental

Data Gathering Procedure

For the accomplishment of this study, the following procedure will be used:

The researcher sends a letter and research validation form to the expert person who validates the

modified questionnaire being utilized to let them know that the instrument is valid

After the questionnaire was evaluated the researchers proceeds in conducting reliability test in

the BSED-Mathematics students who is not chosen as a respondents of the study.

After the summation of the total averaged from the gathered data, the researcher wrote a letter to

the Campus Administrator of Central Philippines State University- Hinigaran Campus asking for approval

to conduct the study.

After the approval of the Campus Administrator, the researchers will write a letter to the program

heads of the College of Teacher Education (COTED) of Central Philippine State University- Hinigaran

Campus that a study will be conducted to the 1st year- 3rd year students only.

After the approval of the program heads, the researcher will personally administer the

questionnaire in conducting the study. Before conducting the researcher will give further instruction to the

students about the study.

Then, the researcher will reproduce the questionnaire to ensure 1:1 ratio of questionnaire and

respondents. After reproduction, the researcher will personally conduct the instrument to ensure 100%

retrieval of the instrument.

 Central Philippines State University
Hinigaran Campus
Hinigaran , Negros Occidental

Data Analysis

The following statistical tools are used by the researchers to answer the following specific

statement of the problems.

To determine the socio-demographic profile of the student’s, Frequency and percentage

will be used.

To determine the extent of psychological and sociological factors of critical thinking

skills of students, Mean and standard deviation will be used.

To determine the level of Academic Performance of Bachelor of Elementary Education

Students, Mean and standard deviation will be used.

Scaling Score Range Verbal Interpretation

1 1.00-1.80 Strongly Disagree

2 1.81-2.60 Disagree
3 2.61-3.40 Neutral
4 3.41-4.20 Agree
5 4.21-500 Strongly Agree

To determine the significant relationship between student’s academic performances when

grouped according to their socio-demographic profile, in terms of Age and Year level, Kruskal

Willis Test is used. In terms of sex, Mann Whitney U-test is used.

Rating Interpretation

97-100 (1.0) Passed

94-96 (1.25) Passed
 Central Philippines State University
Hinigaran Campus
Hinigaran , Negros Occidental

91-93 (1.5) Passed

88-90 (1.75) Passed
85-87 (2.0) Passed
79-81 (2.5) Passed
76-78 (2.25) Passed
75 (3.0) Passed
70-74(4.0) Conditional
69 and below (5.0) Failure

To determine the significant relationship between factors affecting Critical thinking

skills when grouped according to the socio-demographic profile of the students, in terms of Age

and Year level, Kruskal Willis Test is used. In terms of sex, Mann Whitney U-test is used.

To determine the significant relationship between Factors affecting critical thinking

skills to the student’s academic performance, Spearman Rho will be used.

 Central Philippines State University
Hinigaran Campus
Hinigaran , Negros Occidental

Chapter IV

RESULTS AND DISCUSSION

This chapter presents the analysis and interpretation of results of the data gathered from

the study to determine the Factors Affecting Critical Thinking Skills in Relation to the Academic

Performance of BEED students of Central Philippines State University – Hinigaran Campus.

Profile of the Respondents in terms of Age, Sex and Year Level

The table below shows the profile of the respondents in terms of Age, Sex and Year

Level.

Table 1. showed that in terms of age 86 or (76.8% )ages 18-20 years old, 21 or (18.8%)

are 21-23 years old , 5 or (4.5% )ages 23-Above years old. In terms of Sex, 21 or 18.8% are male

and 91 or 81.3% are female. In terms of Year Level, 21 or 18.8% are from BEED 1-A , 20 or

(17.9% )are BEED 1-B , 22 or( 19.6% )are BEED 2 both section A and B , 13 or (11.6%) are

BEED 3-A and 14 or( 12.5% )are from BEED 3-B. This implies that most of the respondent’s

ages 18-20 years old and most of them are Female.

Table 1. Profile of the Respondents in terms of Age, Sex and Year Level

Students’ Demographic Profile f %

Age 18 -20 yrs. Old 86 76.8

21-23 yrs. Old 21 18.8

23- Above yrs. Old 5 4.5

 Central Philippines State University
Hinigaran Campus
Hinigaran , Negros Occidental

Sex Male 21 18.8

Female 91 81.3

Year Level BEED 1-A 21 18.8

BEED 1-B 20 17.9

BEED 2-A 22 19.6

BEED 2-B 22 19.6

BSED 3-A 13 11.6

BSED 3-B 14 12.5

TOTAL 112 100.00

Factors Affecting Critical Thinking Skills of BEED students.

Table [Link] the Factors affecting Critical Thinking Skills of BEED students in

Central Philippines State University –Hinigaran Campus for the school year 2024-2025 in terms

of Psychological and Sociological factors.

The table shows the extent of factors affecting critical thinking skill of BEED students,

in terms of cognitive biases it has obtain a mean of 3.870 and a standard deviation of .555

which was interpreted as agree , this implies that cognitive biases has a positive influence on

critical thinking skills of students. On the other hand, emotional states has a mean of 4.314 and a

standard deviation of 1.064 and interpreted as strongly agree, this means that emotions

positively influence students or learners way of thinking and making decision especially in

academic aspects . When students are happy and stress-free they can effectively make wise
 Central Philippines State University
Hinigaran Campus
Hinigaran , Negros Occidental

decisions. Furthermore, school environment has obtain a mean of 4.134 and a standard deviation

of .538 which is interpreted as agree; this implies that school environment has positive influence

on critical thinking ability of students. This means that the development of critical thinking

ability of students requires an inclusive and supportive environment which includes the teacher

and the teaching method used the classroom and school culture. In terms of peer influence, it has

obtained a mean of 3.970 and a standard deviation of .563 which is interpreted as agree. This

proves that peers have positive influence on how students think, perceive things and make wise

decisions. This also implies that peer group has a significant influence mostly on lot of students (

Olalekan, 2016).

Table 2. Factors Affecting Critical Thinking Skills of BEED students

Extent of Factors Affecting Critical

MEAN (SD) INTERPRETATION
Thinking Skills of BEED students

A. Cognitive Biases 3.870 .555 Agree

B. Emotional States 4.314 1.064 Strongly Agree

C. School Environment 4.134 .538 Agree

D. Peer Influence 3.970 .563 Agree

Grand Mean 4.072 .68 Agree

 Central Philippines State University
Hinigaran Campus
Hinigaran , Negros Occidental

Level of Students Academic Performance

Table 3 presents the level of academic performance of BEED students in Central

Philippine State University –Hinigaran Campus for School Year 2024-2025.

The table shows, student’s level of academic performance in terms of mean it obtains a

result of 1.75 and a standard deviation of .435 which is interpreted as passed.

This implies that students have a very good academic performance. This also suggests

that, students have a high level of critical thinking ability. They are able to utilize their thinking

ability with all the subjects. This also means that despite the factors that influence their way of

thinking they are still able to produce and make an effective and wise decision especially in

academic aspects .As supported by Zulfqar & Hayat (2023) it cited that students that possess

critical thinking abilities tend to achieve high rate of academic performance. This means that

when students are able to think more than usual, and when they involve there self to a more

complex activities like problem solving there are a possibility that there critical thinking ability

will be enhanced and developed more. The more they think deeply and critically, the more they

will have a deeper comprehension and the more they will achieve success in academic ( Bunterm

et al.,2014)

MEAN (SD) INTERPRETATION

Student’s Academic Performance 1.75 .435 Passed

 Central Philippines State University
Hinigaran Campus
Hinigaran , Negros Occidental

Relationship between Students Demographic Profile and Academic Performance

The table below shows the difference between students’ academic performance when

grouped according to their socio-demographic profile such as Age, Sex and Year Level

In terms of Age and Year Level, the test statistics being utilized is Kruskal Willis test. It

is used to determine the significant difference between student’s socio-demographic profiles in

terms of Age, Year Level to their academic performance

In determining the significant difference between student’s socio-demographic profile in

terms of Sex and students’ academic performance, Mann Whitney U-Test is being utilized.

When grouped according to the socio-demographic profile of the respondents to their

academic performance, In terms of age, using the kurskal willis test it obtains a result of 15.520

with p- value of .000 which interpreted as significant. In terms of sex, using the mann whitney u

test it obtains a value of 941.500 and a p – value of 0.889 which is interpreted as not significant.

In terms of Year Level, it obtains a value of 36.647 using the Kruskal Willis Test with a p-value

of .000 which is interpreted as Significant.

This implies that

Students’ Academic
Students’ Demographic Profile Statistics
Performance
 Central Philippines State University
Hinigaran Campus
Hinigaran , Negros Occidental

U-Test

p-value 15.520
Age 0. 000
Decision Reject Ho
Significant
Conclusion

U -Test
941.500
p-value .889
Sex
Decision Failed to reject Ho
Not Significant
Conclusion

U-Test
36.647
p-value 0.000
Year Level
Decision Reject Ho
Significant
Conclusion

Difference between Factors affecting Critical Thinking Skills when grouped by profile

The table below shows the difference between factors affecting critical thinking skills

when grouped to student’s socio-demographic profile.

In determining the value between factors affecting critical thinking skills and socio-

demographic profile in terms of Age and Year Level, kruskal willis test is utilized. To determine

the value between factors affecting critical thinking skills and socio-demographic profile in terms

of sex, Mann Whitney U- Test is being utilized.

 Central Philippines State University
Hinigaran Campus
Hinigaran , Negros Occidental

Table 4 shows that, in terms of Cognitive biases it obtains a result of 9.603 and a p-value

of .008 which is interpreted to have a significant difference when group in terms of age. Students

are more likely to have biases when they are younger. Meanwhile, emotional states have a p-

value of .068, school environment has a p-value of .017 and peer influence obtains a p-value

of .002 which was interpreted as not significant when grouped in terms of age.

It implies that students way of thinking and making decisions are more likely to differ

when they are in the range of 18-20 years old. As they, are more likely to have a different

perspective in things that surround them. Furthermore, the level of their critical thinking ability

is more likely to differ, since there are students who ages 20 and above who has a poor critical

thinking skills.

Additionally, Cognitive Biases obtains a value of 1331.500 using Whitney U- test and a

p-value of .005 which is interpreted to have a significant difference when grouped in terms of

Sex. Furthermore, emotional states, obtains a value of 1047.000 and a p-value of .491, school

environment has obtained a p-value of .060 and peer influence has obtained a p-value of .059

were found to have a no significant difference when grouped in terms of Sex.

Moreover, Cognitive biases has obtained a value of 6.190 and a p-value of .288,

emotional states has obtained a value of 10.097 and a p-value of .061 and school environment

has obtained a value of 7.352 and a p-value of .196 were found to have no significant difference

when grouped in term of Year Level. Meanwhile, in terms of peer influence it has obtained a
 Central Philippines State University
Hinigaran Campus
Hinigaran , Negros Occidental

value of 13. 968 and a p-value of .016 which is interpreted to have a significant difference when

grouped in terms of Year Level.

Table 5. Difference between Factors affecting Critical Thinking Skills when grouped by

profile

Students’ Factors Affecting Critical Thinking Skills

Demographic Statistics
Cognitive Emotional School
Profile Peer Influence
Biases States Environment

Kruskal
Willis
9.603 5.685 8.113 12.153
Age p-value .008 .068 .017 .002
Reject Ho Failed to reject Ho
Reject Ho Failed to reject Ho
Decision Significant Not Significant Significant Not Significant

Conclusion

Whitney U
1331.500 1047.000 1205.500 1,204.500
p-value
Sex 0.005 .491 .060 0.059
Reject Ho Failed to reject Ho Failed to reject Ho Failed to reject Ho
Decision
Significant Not Significant Not Significant Not Significant
Conclusion

Kruskal
Willis 6.190 7.352
10.097 13.968
.288 .196
Year Level p-value Failed to
.061 Failed to
0.016
Failed to reject Ho Reject Ho
Reject Ho Reject Ho
Decision Not Significant Significant
Not Significant Not Significant
Conclusion
 Central Philippines State University
Hinigaran Campus
Hinigaran , Negros Occidental

Relationship between Factors Affecting Critical Thinking Skills to Students Academic

Performance

The table shows the relationship between Factors Affecting Critical Thinking Skills such

as Cognitive Biases, Emotional states, Environment and Peer Influence.

Table 6, shows the significant relationship between factors affecting critical thinking

skills on the academic performance of BEED students. Cognitive Biases has a p –value of .223,

Emotional States has obtained a p-value of .201. It has a decision of not significant and come up

to the conclusion failed to reject null hypothesis. Therefore, these imply that Factors such as

cognitive biases and emotional states does not affect the academic performance of the

respondents. Such factors influence the way students think, analyzed, interpret and make

decisions but it does not entirely affects their performance in schools. Their overall academic

performance depends on how they manage different task given to them.

In terms of school environment it has obtained a p-value of 0.025 and peer influence on

the other hand, it has obtained a p-value of 0.037. The results have a decision of significant, and

come up with the conclusion reject the null hypothesis. Therefore, this implies that school

environment and peer influence has a significant influence on the academic performance of the

students. These factors played an important role on the performance of the student’s. Students

are able to make effective decision making regarding to academic aspects when the school

environment is conducive. The environment they are in with, can impact their performance in

school at the same time they may be able to produce a clear, wise and effective decision making.
 Central Philippines State University
Hinigaran Campus
Hinigaran , Negros Occidental

On the other hand, Peers can greatly influence the academic performance of the students. As

cited by Scrhreuders et al.,( 2019 ) peers appears and can elicit a stronger neurological response

in students. This means that students can highly influence cognitive ability of the students which

can also enhance their critical thinking ability. As a conclusion, peer groups positively impact on

the learning and academic achievement of a students.

Table 6. Relationship between Factors Affecting Critical Thinking Skills to Students

Academic Performance

Factors Affecting Critical Students’ Academic

Statistics
Thinking Skills Performance

Spearman’s rho

p-value 1.000
Cognitive Biases .223
Decision Failed to reject Ho
Not Significant
Conclusion

Spearman’s rho
0.540
p-value 0.201
Emotional States
Decision Failed to reject Ho
Not Significant
Conclusion

Spearman’s rho
0.235
p-value 0.025
School Environment
Decision Reject Ho
Significant
Conclusion

Peer Influence Spearman’s rho 0.219

0.037
p-value Reject Ho
 Central Philippines State University
Hinigaran Campus
Hinigaran , Negros Occidental

Decision
Significant
Conclusion

Chapter V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

 Central Philippines State University
Hinigaran Campus
Hinigaran , Negros Occidental

This chapter presents the summary of findings, conclusions made of the

researchers and the recommendations offered.

Summary of Findings

This study aimed to determine the Factors Affecting Critical Thinking Skills in

Relation to Academic Performance of Bachelor of Academic Performance of Bachelor of

Elementary Education Students in Central Philippines State University-Hinigaran Campus

for the School Year 2024-2025.

1. In Socio-Demographic Profile, out of 113 respondents, most of the respondents

ages 18-20 years old. Majority of the respondents were Female and most of the

respondents are second year (2nd) Bachelor of elementary education students

followed by the First Year (1st) students and third year (3rd) students.

2. From the results of all the factors, most of the interpretations of the results were

“agree” through which those factors influence the critical thinking ability of the

students which also influence their academic performance.

3. For the level of academic performance of BEED students, they have the

interpretation “passed” which means that BEED students have a good academic

performance.
 Central Philippines State University
Hinigaran Campus
Hinigaran , Negros Occidental

4. From all the results being gathered , it implies that factors such as Cognitive

Biases and Emotional States has found not significant , meanwhile school

environment and peer influence are found to be significant .

Conclusion

Based on the result of data being gathered, the following are the conclusion

being made:

This study has 113 respondents through which most of them ages 18-20

years old, Female has a higher number of respondents and most of them are

from the second year Bachelor of Elementary Education Students followed by

first year and third year students.

From the results being obtained and gathered , it shows that all the

computed data has an interpretation “AGREE” which states that most of the

factors does affects and influence the critical thinking ability of the students and

found to have influence in the academic performance of the students and does it

has a descriptive interpretation taken as a whole .

It was found out that factors such as cognitive biases and emotional states are

found to be not significant and has come up with the conclusion failed to reject

null hypothesis. On the other hand, factor such as school environment and peer

influence are found to ha a significant relationship which has come up to the

decisions reject null hypothesis.

 Central Philippines State University
Hinigaran Campus
Hinigaran , Negros Occidental

Recommendations

Based on the summary of the findings and conclusion of the study, the following

recommendations were drawn.

1. School are encourage to have program that can enhanced the critical

thinking ability of the students, through which it can influence and can

affects the academic performance of the students.

2. Schools must develop and must support students as it was found that

conducive schools are more likely to have influence in the academic

performance of the students.

3. Teachers must continue to include different activities specifically problem

solving and real life situations which can enhance the cognitive ability of the

students particularly their critical thinking ability.

4. Students are encouraged to participate to the different activities made by the

teachers and schools which can develop their critical thinking ability and

can help them to be holistically developed.

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 Central Philippines State University
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A. Zulfqar, Anam Hayat (2023) Think How to Think: Studying the Relationship between

Critical Thinking Skills and Academic Achievement of Learners at Higher Education

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Academic Performance of Students

RESEARCH INSTRUMENT

FACTORS AFFECTING CRITICAL THINKING SKILLS IN RELATION

TO THE ACADEMIC PERFORMANCE OF BEED STUDENTS OF CENTRAL
PHILIPPINES STATE UNIVERSITY- HINIGARAN CAMPUS
 Central Philippines State University
Hinigaran Campus
Hinigaran , Negros Occidental

Dear Participants;
We, Camille Anne Ortega, Stephanie Magbanua and Ceilo Jane Vergara are currently
conducting a research entitled “FACTORS AFFECTING CRITICAL THINKING SKILLS
IN RELATION TO THE ACADEMIC PERFORMANCE OF BEED STUDENTS AT
CENTRAL PHILIPPINES STATE UNIVERSITY- HINIGARAN CAMPUS”, in these
regard we are asking your time to answer our questionnaire leading to our degree in Bachelor of
Elementary Education major in General Education .Your honest responses are crucial to the
success of this research. Please be assured that all your information provided will be kept strictly
confidential and will be only used for academic purposes. Thank You.
The Researchers
_____________________________________________________________________________

Part I. Profile of Respondents

Name (Optional) ________________________________________________________
Instruction: Please supply the needed information by filling in the blanks and by checking the
box.
Age: [ ] 18-20 [ ] 21-23 [ ] 23 and Above
Sex: [ ] Male [ ] Female
Year Level: [ ] 1st year [ ] 2ND year [ ] 3rd year
( ) 1-A ( ) 2-A ( ) 3-A
( ) 1-B ( ) 2-B ( ) 3-B

Part II. Factors Affecting Critical Thinking Skills.

Instruction: Please read the statement below with understanding. The questionnaire is design to
gather information about the psychological factors and sociological factors that influence critical
thinking skills. It contains statements that reflect how various factors impacts individuals’ ability
to analyze, evaluate and make decisions effectively. Please put ✔ at any rating scales to indicate
your level of agreement.
 Central Philippines State University
Hinigaran Campus
Hinigaran , Negros Occidental

Scaling Verbal Description Interpretation

5 Strongly Agree Significantly Influence Critical Thinking Skills

4 Agree Positively Influence Critical Thinking Skills

3 Neutral Neither Positively nor Negatively Influence Critical
Thinking Skills
2 Disagree Negatively Influence Critical Thinking Skills
1 Strongly Disagree Strong Negative Influence Critical Thinking Skills

Indicators 5 4 3 2 1
I. Psychological Factors
A. Cognitive Biases
1.I am a person with logical and critical thinking skills
2. I often find myself relying on information that
confirms my existing beliefs even when evaluating
academic sources
3. I feel confident in my ability to recognize and
minimize biases in my academic reasoning
4.I can easily organize my thoughts
5. I can analyze and evaluate information effectively
before drawing conclusions.
B. Emotional States
1.I can easily comprehend and be able to think deeply
when I am calm and relaxed
2. I am aware that my emotions sometimes affect my
ability to think critically and make decisions
3. I feel motivated to engage various assessment
activities involving problem solving and information
analysis when I’m not stress
4. I can make informed decisions confidently to any
 Central Philippines State University
Hinigaran Campus
Hinigaran , Negros Occidental

academic task when I am happy, excited and stress-

free
5. I believe that my emotional state has an impact on
my ability to perform well academically

II. Sociological Factors

A. School Environment
1. I am encouraged to think critically about academic
content through the classroom environment, including
the atmosphere, teacher-student interaction and class
discussions
2. I am able to think critically when I engage in a
practical and hands-on activities
3. I can effectively engage in different academic task
and be able to think critically when educational
materials such as libraries, technology and spaces are
available to support academic activities
4.I am motivated enough to participate with various
activities which enhance my critical thinking ability
when I have a support from my instructors
5. I am able to think clearly when the school
environment is clean and peaceful
B. Peer Influence
1. I can maintain my own viewpoints even it differ
from those of majority of the group
2.I am receptive to constructive criticism from others
regarding with reasoning and decisions- making
processes
3.I can effectively incorporate diverse perspective
from group discussions to be able to have a precise
decisions
4. I am influenced by my peers when forming opinions
and make informed decisions
5. I actively seek out discussions with my peers to
improve my ability in analyzing and evaluating
academic content

Source: https:// [Link]/figure/Critical thinking Skills Assessment Sheet.

 Central Philippines State University
Hinigaran Campus
Hinigaran , Negros Occidental

A Modified Research Questionnaire from Else vie, 2017.