A Correlational Study between Critical Thinking Skills and Decision Making of the Senior High School Students

Abstract

The study focused on critical thinking skills and its influence on the decision-making of senior high school students. The primary goal of the study was to determine the level of critical thinking skills and decision-making in terms of their perspective indicators, the significant relationship between critical thinking skills and decision-making, and what domains of critical thinking skills significantly influenced decision-making. Moreover, this study utilized a quantitative correlational design with 274 respondents among senior high school students in Lorenzo S. Sarmiento Sr. National High School. Average Weighted Mean, Pearson-r, and Multiple Regression Analysis were the statistical tools used in the study. Along with this the results showed a high level of critical thinking skills among students in terms of systematic analysis, thinking within the box, and thinking outside the box. Likewise, the results showed a high level of decision-making in senior high school students in terms of vigilance, buck-passing, hypervigilance, and procrastination. In addition, there was a high correlation and a significant relationship between critical thinking skills and decision-making. Hence, this led to the rejection of the null hypothesis. Also, three domains of critical thinking skills showed moderate ratings as perceived by students. Hence, this led to the rejection of the null hypothesis. Also, all domains of critical thinking skills showed a high rating on decision-making as perceived by senior high school students. Thus, teachers may adopt strategies that enhance students’ Critical thinking skills by creating a supportive environment emphasizing systematic analysis, thinking within the box, thinking outside the box.