ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study examined the relationship between critical thinking skills and math problem-solving performance among Grade 11 students of Talavera Senior High School. Specifically, it described the respondents’ profile in terms of age and sex, assessed their level of critical thinking skills, determined their problem-solving skills, and identified whether a significant relationship exists between the two variables. The study utilized a correlational research design. A total of 310 Grade 11 students were selected through stratified random sampling from the total population of 1,850 students. Data were gathered using a survey questionnaire and analyzed using frequency, percentage, weighted mean, and Spearman’s rank correlation coefficient. Findings revealed that most respondents were 16 years old and female. The respondents demonstrated a sufficient level of critical thinking skills with an overall weighted mean of 2.86. Their problem-solving skills were rated agree, with an overall weighted mean of 2.68, indicating a generally positive level of mathematical problem-solving ability. Results further showed that sex had no significant relationship with critical thinking and problem-solving skills, while age had a weak significant relationship with critical thinking skills. Most importantly, a moderate positive correlation was found between critical thinking skills and problem-solving skills (r = 0.508, p = 0.000), indicating that students with higher critical thinking skills tend to perform better in solving mathematical problems. The study concluded that critical thinking skills significantly influence students’ mathematical problem-solving performance. Therefore, mathematics teachers are encouraged to integrate higher-order thinking activities and real-life problem-solving tasks to further enhance students’ critical thinking and problem-solving abilities.