Critical Thinking Skills and Academic Performance: A Study of Junior High School Students at Dapitan City National High School, Schools Division of Dapitan City

Article at a glance

Journal

Journal of Management Research and Review (JMRR)

Published

10 November 2026

Volume / issue / pages

Vol. 2, Issue 11, pp. 890-897

ISSN

3051-3588 (online) · 3051-357X (print)

Licence

CC BY 4.0 — free to read and reuse with attribution

Peer review

Double-blind, at least two independent reviewers

Publisher

EP Journals Group

Abstract

This study aimed to determine the methods utilized in developing critical thinking skills and their relationship with the academic performance of Junior High School students at Dapitan City National High School, Schools Division of Dapitan City, during School Year 2026–2027. The study employed a descriptive-correlational research design involving 300 Junior High School students. Data were analyzed using Average Weighted Value (AWV), Standard Deviation (SD), and Spearman rank-order correlation (Spearman rho). Findings revealed that the methods utilized in developing students’ critical thinking skills were generally Highly Practiced, with an overall AWV of 3.28 and SD of 0.48. Among the four indicators, panel discussion obtained the highest AWV of 3.32, followed by analyzing situations (3.31), both interpreted as Highly Practiced, while asking questions and interpretation of data obtained the lowest AWV of 3.24, both interpreted as Practiced. Regarding academic performance based on DepEd Order No. 8, s. 2015, the majority of the respondents, 227 (75.7%), obtained Outstanding ratings, while 73 (24.3%) achieved Very Satisfactory ratings, with an overall AWV of 4.76, interpreted as Outstanding. Furthermore, a significant low negative correlation was established between the perceived level of methods utilized in developing students’ critical thinking skills and their academic performance (rho = −0.134, p = 0.021). The findings indicate that although critical-thinking methods were highly practiced and students demonstrated outstanding academic performance, greater perceived utilization of these methods did not necessarily correspond to higher academic achievement. The study concludes that the relationship between critical-thinking methods and academic performance is statistically significant but weak and inverse, suggesting that other learning-related factors could contribute to students’ academic achievement. It is recommended that school administrators and teachers strengthen questioning techniques and data interpretation activities while ensuring that critical-thinking strategies are appropriately aligned with students’ learning needs and academic readiness

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