PREDICTING THE GENERAL MATHEMATICS PERFORMANCE OF LEARNERS THROUGH CRITICAL THINKING DISPOSITION AND MATHEMATICS RESILIENCE

Abstract

Mathematics education develops not only content knowledge but also essential life skills such as critical thinking and problem-solving, which foster resilience and adaptability in addressing contemporary challenges. This study examined the predictive roles of critical thinking disposition and mathematics resilience on learners’ performance in General Mathematics. Employing a descriptive-correlational design, the study involved 611 senior high school students from various strands in a selected senior high school during the first semester of school year 2024– 2025, chosen through total enumeration. Data were gathered using a researcher-made survey questionnaire aligned with the study objectives.Results showed that most respondents were 16-year-old females enrolled in the HUMSS strand, with parents who were predominantly high school graduates. Learners generally expressed agreement with the dimensions of critical thinking disposition and mathematics resilience, reporting the highest levels in systematicity and growth, respectively. Their General Mathematics performance was largely rated as Very Satisfactory. Correlation analyses revealed significant associations between learners’ profiles, critical thinking disposition, and mathematics resilience, alongside a strong interrelationship between the two constructs. While mathematics resilience, particularly its value and growth components, demonstrated significant positive correlations with academic performance, critical thinking disposition exhibited limited influence, with only open- mindedness and cognitive maturity showing positive associations. Regression analysis indicated that neither construct significantly predicted mathematics performance.These findings emphasize the relevance of resilience and critical thinking in mathematics learning, while suggesting that other factors may play a stronger role in academic achievement. The study recommends the adoption of inquiry-based learning strategies, integration of varied teaching approaches, and enhanced support from teachers, parents, and school administrators to foster students’ resilience and critical thinking