Scientific critical thinking skills and academic performance among college students

Abstract

This study looked at how Bachelor of Secondary Education (BSED) Science students at Davao del Sur State College did in school and how their science critical thinking skills related to that. Its specific goals were to test students' scientific critical thinking abilities in areas like watching, communicating, and analyzing, find out how well they did in school, and figure out what the important link was between these two factors. A quantitative descriptive-correlational study design was used, and people from different years were chosen at random using a stratified random sampling method. Data were gathered using a survey questionnaire adapted from the Science Critical Thinking Skills Inventory by Mary E. Arnold and Virginia Bourdeau. The findings revealed insights into the students' critical thinking competencies and their correlation to academic success, offering valuable implications for educators and administrators. The study's significance lies in its potential to guide the development of science intervention programs aimed at improving instructional strategies, enhancing student's scientific literacy, and optimizing academic outcomes. The research also provides a foundation for future investigations into critical thinking and academic performance, benefiting not only students and instructors but also educational institutions and policymakers in fostering better learning environments.