Mathematical Thinking Skills among Grade 10 Junior High School Students at Sulu College of Technology, Inc.

Alana Hapie Ahmad; Mailen Antao

doi:10.62596/gvzmjs25

Authors

Alana Hapie-Ahmad School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author
Mailen A. Antao School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/gvzmjs25

Keywords:

Mathematical, Thinking, Skills, Junior, Technology

Abstract

This study explored the level of mathematical thinking skills among Grade 10 students at Sulu College of Technology, Inc. It focused on key areas such as problem-solving, logical reasoning, critical thinking, mathematical communication, the study focused on how students apply mathematical concepts in real-life situations. It used a descriptive-correlational research design and collected data from 100 students chosen through purposive sampling. A validated survey questionnaire was used as the main data-gathering tool. The responses were analyzed using descriptive statistics as well as inferential tests, including t-test, ANOVA, and Pearson correlation. Overall results indicated that students generally have a moderate level of mathematical thinking skills, with all five skill areas rated as “somewhat developed.” In addition, the analysis showed that there were no significant differences in mathematical thinking skills when students were grouped according to age, gender, parents’ educational background, or monthly family income. Furthermore, correlation analysis indicated strong to very high positive relationships among the five skill areas, suggesting that these aspects of mathematical thinking are closely interconnected. Based on these findings, the study recommends that teachers and school administrators enhance instructional strategies that promote higher-order thinking skills. Parents are also encouraged to provide consistent academic support at home, while students should actively engage in problem-solving and real-life applications of mathematics. Future studies may consider examining other factors, such as teaching approaches and learning environments, that could influence the development of mathematical thinking skills.

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