Graduate thesis (Education (Major in Mathematics), Master of Arts in) -- Foundation University, 2024.

Includes bibliographical references and appendices.

Abstract

This study delved into the students’ thinking skills in dealing with real-life situations
and how these skills are associated with their academic performance in the following
core subjects: Mathematics, Science, and English. The research is quantitative
specifically a descriptive-correlational type. The respondents came from the four big
private schools in Dumaguete City. An adopted questionnaire was utilized to gauge the
students’ thinking skills. The academic performance was garnered from the students’
grades in the three core subjects. In treating the data, percent and chi-square tests were
utilized. The data revealed that the students’ performance is “very satisfactory” in
Mathematics and Science and “outstanding” in the English subject. Furthermore, the

results showed that almost half of the students use their problem-solving, decision-
making, and thinking skills in dealing with real-life situations, while only a few of them

are unable to utilize wisely the skills mentioned above. The data also revealed that
there is a significant association between the students’ performance in Mathematics
and Science and their thinking skills in dealing with real-life situations. It was also
found that the students’ profile in terms of sex and age is not significantly related to
their thinking skills.

Keywords: thinking skills, real-life situations, academic performance, core subjects, critical

thinking,