Critical Thinking and Problem-Solving Skills

of STEM 11 Students

by

Bayhon, Christelle Jesh D.

Bedeo, Clauwee Andrea T.

Castor, John Vincent O.

De la Cruz, Zayin Resh J.

Dumagpi, Hillary Jean V.

Leonor, Dave Francis D.

Silvestre, Earl Ian M.

Chapter 1

Introduction to the Study

Chapter 1 consists of five parts: (1) Background and

Theoretical Framework of the Study, (2) Statement of the Problem

and Hypothesis, (3) Significance of the Study, (4) Definition of

Terms, and (5) Delimitation of the Study.

Part One, Background and Theoretical Framework of the Study,

the background literature section offers a thorough summary of

the body of information already known about the research issue,

establishing the framework for the current investigation, and

highlighting its importance and relevance to the area.

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Part Two, Statement of the Problem, the Statement of the

Problem is a concise and clear description of the specific issue

or research question that the study aims to address.

Part Three, Significance of the Study, refers to the

importance, relevance, and potential impact of the research

within its specific field and discusses how each recipient will

benefit from the results of the study.

Part Four, Definition of terms, involves providing clear

and concise explanations of key concepts, variables, or terms

used within the study.

Part Five, Delimitation of the Study, refers to the

boundaries or limitations of the research in terms of

participants, variables and instruments used in the study. It

involves defining the scope of the study by specifying what

aspects of the topic will be included and excluded, as well as

identifying any constraints or restrictions that may affect the

research process or findings.

Background and Theoretical Framework of the Study

Critical thinking is the intellectually disciplined process

of actively and skillfully conceptualizing, applying, analyzing,

synthesizing, or evaluating information gathered from, or

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generated by, observation, experience, reflection, reasoning, or

communication, as a guide to belief and action (Scriven, 2016).

According to Alsaleh 2020, the study of actual practices

indicates that teaching approaches tend to focus on subject

content rather than Critical Thinking development. The results

indicate a gap in teaching Critical Thinking skills in terms of

innovative methods and particularly in the use of new

technologies. The researcher also highlight the need for further

research that investigates new approaches for teaching Critical

Thinking skills.

A research study result shows that the inquiry mind map

tool was an impact on increasing critical thinking skills and

learning motivation. It was recommended to be able to develop

more other learning tools and learning model to improve critical

thinking skills (Sari et. al, 2021).

Knowledge of theory includes knowledge. These are the basic

principles of critical thinking, such as the laws of logic, and

the methods of scientific reasoning, etc. It would be useful to

know something about what not to do to reason correctly. This

having some basic knowledge of the mistakes that people make.

First, it requires some knowledge of typical fallacies. Second,

psychologists have discovered persistent biases and limitations

in human reasoning. An awareness of these empirical finding will

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alert the participants to potential problems (Retrieved from

https://open.library.okstate.edu, 2024).

A problem is a situation, in which a person tries to find a

solution and does not exactly know how but still tries to solve

it. One of the important elements of problem solving skills that

individuals should have is to choose the appropriate strategy in

the solution of the problems, which is important in terms of

achieving success in solving problems (Incebacak & Ersoy, 2016).

Collaborative problem-solving is widely accepted in

classroom instruction for critical thinking, seen as essential

for curriculum reform and a key skill in 21st-century education.

Yet, its impact on enhancing students' critical thinking

abilities is still uncertain.

A study of a peer assessment-based game development

approach is proposed for improving students’ learning

achievements, motivations and problem-solving skills. An

experiment has been conducted to evaluate the effectiveness of

the proposed approach with a total of 167 students who

participated in the experiment, 82 of whom were assigned to the

experimental group and learned with the peer assessment-based

game development approach, while 85 students were in the control

group and learned with the conventional game development

approach. From the empirical results, it was found that the

proposed approach could effectively promote students’ learning

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achievement, learning motivation, problem-solving skills, as

well as their perceptions of the use of educational computer

games (Hwang & Hung et. al, 2014).

The dominant learning theories discussed are within the

conceptual domains of behaviorism, cognitive psychology, and

information processing. Behaviorists view problem solving as a

process that develops through positive and negative

reinforcement mechanisms. Cognitive psychologists view problem

solving as a process that includes introspection, observation,

and the development of heuristics. The information-processing

view of problem solving is based on general problem solving

skills and artificial intelligence (Hardin, 2024).

Creative and critical thinking skills are the abilities,

which can sometimes be used interchangeably in definition. In

fact, they have different constructs because they differentiate

in outcome of human behaviors. One of the helpful tool for

development of creativity and critical thinking skills proposed

is problem-based learning environments in classrooms. In this

study, problem based approach including philosophy; general

characteristics of it, role of teachers and students in problem-

based learning environment, and its uniqueness over other

learning approaches is explained by considering advantages and

limitations. Then, problem-based learning is discussed with

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regard to instructional design perspective in a scientific

manner (Birgili, 2015).

In the study of mediating relationship between creativity

and critical thinking was discovered using structural equation

modeling (SEM) research. The participants in the study were

chosen using random sampling and volunteered to take part.

Learning motivation, cooperativity, peer interaction, peer

engagement, and a smart classroom environment all had a direct

positive impact on students’ critical thinking and creativity;

their critical thinking and creativity had a direct positive

impact on their problem solving and academic performance; and

their problem solving had a direct positive impact on their

academic performance. The hypotheses developed a model for

measuring students’ critical thinking and creativity (Almulla,

2023).

This study endeavors to delve deeper into the intersection

of technology, and education, aiming to illuminate the

multifaceted relationship between the crucial skills and problem

solving skills essential for success not only within STEM fields

but also in broader contexts.

By exploring this study, the researchers seek to unravel

the potential contributions of cognitive abilities such as

problem solving skills, and critical thinking prowess among STEM

students.
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Moreover, it endeavors to offer comprehensive insights into

how leveraging an educational tool can transcend traditional

boundaries, empowering STEM students to develop adaptable skill

sets that are invaluable to their daily lives.

Thus, the researchers would like to study the critical

thinking and problem-solving skills of STEM students.

Figure 1. Shows the conceptual framework of the study

Figure 1. A schematic diagram showing the relationship that

exists between Mobile Games, Critical Thinking Skills, and

Problem-Solving Skills.

Statement of the Problem and Hypotheses

The major goal of this study is to determine the critical

thinking and problem solving skills of STEM 11 students of

Filamer Christian University, Roxas City.

Specifically, this study seeks to attain the following

questions:
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1. What is the level of Critical Thinking Skills of Grade 11

STEM students?

2. What is the level of Problem Solving Skills of Grade 11

STEM students?

3. Is there a significant difference between the critical

thinking and problem solving skills of STEM 11 students?

4. Is there a significant relationship between the critical

thinking and problem solving skills of STEM 11 students?

Based on the aforementioned statements, the following

hypotheses will be tested.

1. There is no significant difference between the critical

thinking and problem solving skills of STEM 11 students.

2. There is no significant relationship between the

critical thinking and problem-solving skills of STEM 11

students.

Significance of the Study

The result of this study is beneficial to the following

stakeholders: students, teachers, parents, principals, and

future researchers:

Students. The result of this study will be beneficial to

the students to equip opportunities and enrich their academic

pursuits, acquire invaluable skills, and make significant

contributions to the field of STEM education.

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Teachers. The result of this study will be beneficial to

the teachers as it provides advice for their students,

particularly those who play mobile games excessively and

experience negative effects on their academic performance.

Parents. The result of this study will be beneficial to

the parents as it provides insights into the interactions

between parents and their children both at home and at school,

as well as the positive attitudes parents have toward their

kids' education. In particular, the study will highlight the

importance of responsive and stimulating parenting techniques

for students' academic success.

Principals. The result of this study will be contributed

to principals as it could provide an instrument in developing

educational strategies. It could be incorporated in the

curriculum as supplementary learning tools and this could help

understand the potential benefits and drawbacks of technology

used in educational setting.

Future Researchers. The result of this study will be

contributed to the future researchers as it provides outcomes

and conclusions will aid in their comprehension of how ingrained

behaviors, like playing mobile games, affect students' academic

achievement. Then, if they choose to get involved in or carry

out fresh research on online mobile gaming, this will become one
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of their potential references. This will also clear the path for

further in-depth research on related topics.

Definition of Terms

The following terms are conceptually and operationally

defined for a clearer understanding of the ideas presented

in this study:

Critical Thinking – refers to the mental process of

actively and skillfully perception, analyzing, synthesis,

and evaluation of collected information through

observation, experience, and communication that leads to a

decision for action (Papathanasiou, et. al., 2014).

In this study, "critical thinking" refers to an

individual's ability to objectively evaluate and analyze a

problem to make informed decisions.

Problem-Solving - refers to a process that involves

systematic observation and critical thinking to identify an

appropriate solution or achieve the desired goal (Rahman,

2019).

In this study, "problem-solving" refers to the ability

to identify, evaluate, and resolve issues effectively.

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Delimitation of the Study

The major goal of this study is to understand the critical

thinking and problem-solving skills of Grade 11 STEM students of

Filamer Christian University, Roxas City.

This quantitative research involved the STEM 11 students in

this academic year.

Participants will be selected using simple random sampling.

This sample will represent 10% of the total population of STEM 11

students at the University for School year 2024 - 2025.

Information and data gathering were based on the responses

and answers of students who cooperated and participated in the

conduct of this research study that will help gather statistical

data about the Critical Thinking and Problem Solving Skills of

STEM students.

The independent variable of this study was the Critical

Thinking Skills while the dependent variable was the Problem

Solving Skills of STEM students.

The statistical tool used for the analysis of data will be

Slovin formula to determine the STEM students Critical Thinking

and Problem Solving Skills.

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