Article section

Article title
Contributor
Abstract
About article
DOI
Citation style
Copyright
Open access
References
Research Article

Critical Thinking Skills and Attitude Towards Science: Mediating Effect of Study Engagement

Authors

  • Emelene P. Superio Department of Education, Pangantucan, Bukidnon, & Univeristy of Mindanao, Davao City, Philippines

    e.superio.543261@umindanao.edu.ph

  • Hazel G. Carreon Univeristy of Mindanao, Davao City, Philippines

Abstract

This quantitative, correlational research study explored the levels and interrelationships among critical thinking skills, study engagement, and attitude toward science. It further examined the mediating role of study engagement in the relationship between critical thinking and attitude toward science. A total of 301 Grade 11 students from public schools in Pangantucan, Bukidnon were selected using Raosoft sampling from a population of 1,361. The adapted instrument underwent expert validation, translation, and revision before administration. All ethical procedures were observed, and data collection was carried out with proper permissions and systematic processing for analysis. Weighted mean, Pearson r and path analysis were used to analyzed the data. Results revealed that students exhibited moderate critical thinking skills and high levels of both study engagement and attitude toward science. There were significant correlations found among variables and study enagement partially mediates critical thinking skils and attiude towards science. The results indicated that improving critical thinking skills and study engagement could help students develop a more positive attitude toward science and guide educators and school administrators in designing targeted interventions that promote interests in science education.

Keywords:

Attitude Towards Science Critical Thinking Skills Education Philippines Study Engagement

Article information

Journal

Journal of Education, Learning, and Management

Volume (Issue)

2(2), (2025)

Pages

26-39

Published

06-08-2025

How to Cite

Superio, E. P., & Carreon, H. G. (2025). Critical Thinking Skills and Attitude Towards Science: Mediating Effect of Study Engagement. Journal of Education, Learning, and Management, 2(2), 26-39. https://doi.org/10.69739/jelm.v2i2.756

References

Adarlo, G., De Leon, M. M., & Favis, A. M. T. (2022). Exploring students’ attitudes toward science and course engagement as predictors of science literacy. Proceedings of the International Multi-Conference on Society, Cybernetics and Informatics (IMSCI), 39–44. DOI: https://doi.org/10.54808/IMSCI2022.01.39

Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T. DOI: https://doi.org/10.1016/0749-5978(91)90020-T

AlAli, R., & Al-Barakat, A. (2024). Young children’s attitudes toward science learning in early learning grades. Asian Education and Development Studies, 13(4), 340–355. DOI: https://doi.org/10.1108/AEDS-02-2024-0036

Alimbon, J., Cabande, A., Gerondio, J. E., & Metran, E. M. (2023). Attitude towards science and science process skills of junior high school students. The Pendulum, 17(1), 387–420.

Alpaslan, M. M., & Ulubey, O. (2022). Examination of the Relationship between Educational Philosophy, Critical Thinking, Classroom Engagement and Academic Achievement. Psycho-Educational Research Reviews, 11(3). https://doi.org/10.52963/perr_biruni_v11.n3.05 DOI: https://doi.org/10.52963/PERR_Biruni_V11.N3.05

Bardach, L., Oczlon, S., Pietschnig, J., & Lüftenegger, M. (2020). Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals. Journal of Educational Psychology, 112(6), 1197–1223. DOI: https://doi.org/10.1037/edu0000419

Besley, J. C., Dudo, A., Yuan, S., & Lawrence, F. (2021). Understanding scientists’ willingness to engage in public communication. Public Understanding of Science, 30(2), 153–169.

Bishaw, Z., Abebe, M., & Kassaye, A. (2024). Effects of cooperative learning approach on students’ engagement and academic performance: Evidence from Ethiopian university classrooms. Education Sciences, 14(9), 975. DOI: https://doi.org/10.3390/educsci14090975

Borbon, D. J. A., Aripal, G. L., Asna, A. C., Dumas, D. B. C., Magsalay, E. E. V., Nisnisan, R. P., Pelpinosas, K. C., Pinabacdao, J. A., Sintaan, J. F. S., Sion, M. K. L., Clamares, K. J. M., & Pelandas, A. M. O. (2025). Critical Thinking Skills and Study Skills as the Determining Factors in Academic Success of Senior High School Students. International Journal of Research and Innovation in Social Science, 9(3), 45–53.

Brandmiller, C., Dumont, H., & Becker, M. (2020). Teacher perceptions of learning motivation and classroom behavior: The role of student characteristics. Contemporary Educational Psychology, 61, 101843. DOI: https://doi.org/10.3102/1577814

Cabahug, M. M. E., Tinapay, A. O., Tul-id, C. S., Nacion, R. H., Asingua, A. B., & Moneva, J. C. (2024). Scientific attitudes, scientific knowledge, and academic engagement: A mediator analysis. Educational Administration: Theory and Practice, 30(6), 3070–3083.

Castillo, A. I. A., Allag, C. F. B., Bartolome, A. J. R., Pascual, G. P. S., Villarta, R. O., & Tus, J. (2023). The impact of study habits on the academic performance of senior high school students amidst blended learning. Psychology and Education: A Multidisciplinary Journal, 10, 483-488. https://doi.org/10.5281/zenodo.8122328

Chen, C., Lv, S., Zheng, W., & Zhu, Y. (2022). The Relationship Between Study Engagement and Critical Thinking Among Higher Vocational College Students in China: A Longitudinal Study. Psychology Research and Behavior Management, 15, 2989–3002.

Concha, M. H., Martinez, A. J. A., & Nuezca, A. P. (2024). Revolutionizing science education: Assessing students’ attitude and critical thinking skills towards computer-assisted instruction. International Journal of Academic Applied Research Practice, 3(1), 51–65.

Cruz, A. C. (2020). Critical Thinking and Academic Performance Among Filipino College Students. International Journal of Learning, Teaching and Educational Research, 19(5), 48-60.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum. DOI: https://doi.org/10.1007/978-1-4899-2271-7

Degorio, N. J. D., Diaz, P. A. N. E., Ando, C. V., Diquito, T., & Panerio, C. (2023). Exploring Science Learning Anxiety in the New Normal - An Exploratory Factor Analysis. American Journal of Human Psychology, 5(2), 1-12. DOI: https://doi.org/10.54536/ajhp.v1i1.2128

Dhaifi, I., & Maktumah, L. (2024). Exploring Nature’s Classroom: “Fostering Science Literacy And Critical Thinking In 21st-Century Education”. Review of Islamic Studies, 3(1), 57-65. https://doi.org/10.35316/ris.v3i1.551

Downing, V. R., Cooper, K. M., Cala, J. M., Gin, L. E., & Brownell, S. (2020). Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses. CBE Life Sciences Education, 19(2), ar20. DOI: https://doi.org/10.1187/cbe.19-09-0186

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. https://doi.org/10.1146/ annurev.psych.53.100901.135153 DOI: https://doi.org/10.1146/annurev.psych.53.100901.135153

Fidel, J. C., & Santos, K. R. (2020). Factors Affecting the Attitude Towards Science of Junior High School Students in the Philippines. International Journal of Research in Education and Science, 6(3), 584-595.

Fredricks, J. A., Parr, A. K., Amemiya, J. L., Wang, M.-T., & Brauer, S. (2019). What matters for urban adolescents’ engagement and disengagement in school: A mixed-methods study. Journal of Youth and Adolescence, 48(9), 1974–1991.

Funk, C., Tyson, A., Kennedy, B., & Johnson, C. (2020). Science and scientists held in high esteem across global publics. Pew Research Center. https://www.pewresearch.org/science/2020/09/29/science-and-scientists-held-in-high-esteem-across-global-publics/

Guadalquiver, L. L., & Ocdenaria, J. M. E. (2023). Mediating effect of student engagement on the relationship between attitude towards science and science achievement. EPRA International Journal of Multidisciplinary Research, 9(1), 112–120.

Hasanah, U., & Tsutaoka, T. (2019). An outline of worldwide barriers in science, technology, engineering and mathematics (STEM) education. Jurnal Pendidikan IPA Indonesia, 8(2), 193-200.

Kamarrudin, H., Talib, O., Kamarudin, N., Ismail, N., & Zamin, A. a. M. (2022). Examining the Trend of Research on Active Engagement in Science Education: Bibliometric Analysis. Journal of Turkish Science Education, 19(3), 937-957. https://doi.org/10.36681/tused.2022.157 DOI: https://doi.org/10.36681/tused.2022.157

Ku, C. J., & Lin, K. Y. (2022). Status and trends of STEM education in Taiwan. Status and trends of STEM education in highly competitive countries: Country reports and international comparison, 361-402.

Lansangan, R., & Orleans, A. (2024). Exploring Filipino Students’ Critical Thinking Skills: Basis for Enhancement of Science Laboratory Class Delivery. Science Education International, 35(3), 281–290. DOI: https://doi.org/10.33828/sei.v35.i3.11

Lee, J., Schwarz, N., & Newman, M. (2020). Science engagement predicts knowledge change in citizen science projects. Public Understanding of Science, 29(4), 418-433.

Locke, E., & Latham, G. (1991). A Theory of Goal Setting & Task Performance. Academy of Management Review, 16(2), 480-483. https://doi.org/10.2307/258875 DOI: https://doi.org/10.2307/258875

Lv, S., Chen, C., Zheng, W., & Zhu, Y. (2022). The relationship between study engagement and critical thinking among higher vocational college students in China: A longitudinal study. Psychology Research and Behavior Management, 15, 2989–3002. DOI: https://doi.org/10.2147/PRBM.S386780

Manassero-Mas, M. A., & Vázquez-Alonso, Á. (2022). An empirical analysis of the relationship between nature of science and critical thinking through science definitions and thinking skills. SN Social Sciences, 2(270). DOI: https://doi.org/10.1007/s43545-022-00546-x

Mangarin, R. A., & Macayana, L. B. (2024). Why schools lack laboratory and equipment in science? International Journal of Research and Innovation in Social Science, 8(10), 2835–2840. DOI: https://doi.org/10.47772/IJRISS.2024.8100238

Memon, M. A., Ting, H., Cheah, J. H., Thurasamy, R., Chuah, F., & Cham, T. H. (2020). Sample size for survey research: Review and recommendations. Journal of applied structural equation modeling, 4(2), i-xx. https://doi.org/10.47263/JASEM.4(2)01 DOI: https://doi.org/10.47263/JASEM.4(2)01

Mutya, R. C., Alcantara, G. A., Sala, A. M. V., Carascal, I. C., Terana, C. C., & Presbitero, M. S. C. (2020). Student’s attitudes, study habits, and academic performance in science using self-learning modules. Jurnal Pendidikan IPA Indonesia, 9(3), 268–275.

Nagler, R. H., Gollust, S. E., Yzer, M. C., Vogel, R. I., & Rothman, A. J. (2023). Sustaining positive perceptions of science in the face of conflicting health information: An experimental test of messages about the process of scientific discovery. Social Science & Medicine, 334, 116194. DOI: https://doi.org/10.1016/j.socscimed.2023.116194

Pacala, F. A., & Cabrales, P. S. (2023). Science education in the Philippine countryside: A phenomenological study. Indonesian Journal of Education Teaching and Learning, 3(1), 12–24.

Pagutayao, V. S., Chuasien, T. M. Z., & Nuezca, A. P. (2024). Psychological Factors and Critical Thinking Attitudes of Students in Earth Science Exposed to Computer Assisted Instruction (CAI). International Journal of Academic and Practical Research, 3(1), 41–49.

Palmes, H. R. (2023). Science anxiety, self-esteem, and science performance: A correlational study. Psychology and Education: A Multidisciplinary Journal, 13, 969–973.

Pamaos, K. G., Albacite, H. M., Bacayan, M. S., Bagatnan, J., Calaycay, R. C., Libanon, K. P., Navarro, J. Y., Niog, J. K. C., Yosores, J. P., Clamares, K. J. M., & Pelandas, A. M. O. (2023). A Correlational Study between Critical Thinking Skills and Decision Making of the Senior High School Students. International Journal of Research and Innovation in Social Science, 7(8), 123–130. DOI: https://doi.org/10.47772/IJRISS.2024.804287

Pascual, J. (2023). Investigating the effectiveness of the Socratic Method in promoting student engagement and critical thinking in online science classes during the COVID-19 pandemic. UNIVERSITAS: The Official Journal of University of Makati, 11(1), 106–115.

Paul, R., Elder, L., & Foundation for Critical Thinking. (2005). Critical Thinking Competency Standards: A Guide for Educators. Foundation for Critical Thinking. https://www.criticalthinking.org

Peng, L., Deng, Y., & Jin, S. (2022). The evaluation of active learning classrooms: Impact of spatial factors on students’ learning experience and learning engagement. Sustainability, 14(8), 4839. DOI: https://doi.org/10.3390/su14084839

Ramos, R. M. T., & Israel, G. F. G. (2023). Students’ inquiry and science-related attitude as mediated by self-concept. European Journal of Education Studies, 10(1), 1–14.

Ramsurrun, H., Elaheebocus, R., & Chiniah, A. (2024). Decline in enrollment in science and technology education: From the perspectives of Mauritian educators. STEM Education, 5(1), 1–18. DOI: https://doi.org/10.3934/steme.2025001

Reeve, J., Cheon, S. H., & Yu, T. H. (2020). An autonomy-supportive intervention to develop students’ resilience by boosting agentic engagement. International Journal of Behavioral Development, 44(2), 130–139. DOI: https://doi.org/10.1177/0165025420911103

Reyes, M. T. P. (2019). Critical thinking skills and engagement in learning among Filipino college students. International Journal of Asian Social Science, 9(1), 19-30.

Robledo, R. C. (2020). Students’ Attitudes toward Science in Relation to Science Achievement. International Journal of Science and Research (IJSR), 9(5).

Rohaida, L., Ellianawati, & Raharjo, T. J. (2024). Implementation of external motivation towards science literacy and critical thinking skills of elementary school students. International Journal of Research and Review, 11(6), 574–583. DOI: https://doi.org/10.52403/ijrr.20240663

Sabit, S., & Acledan, M. (2024). The mediating effect of ICT-based instruction on attitudes and motivation of students in science. American Journal of Interdisciplinary Research and Innovation, 3(4), 36–45. DOI: https://doi.org/10.54536/ajiri.v3i4.3884

Sattar, T., Ullah, M., & Ahmad, B. (2022). The Role of Stakeholders Participation, Goal Directness and Learning Context in Determining Student Academic Performance: Student Engagement as a Mediator. Frontiers in Psychology, 13, 945678. DOI: https://doi.org/10.3389/fpsyg.2022.875174

Senina, D. J. B., & Manguilimotan, Y. B. (2025). The mediating effect of science interest on the relationship between students’ engagement and attitudes toward science among Grade 10 students. EPRA International Journal of Multidisciplinary Research, 11(1), 1–9.

Sombilon, E. C., & Sariana L. G. (2025). Effects of Learning Style Preferences on Scientific Attitude of High School Students. International Journal of Research and Innovation in Social Studies, 9(5), 6272-6290. https://dx.doi.org/10.47772/IJRISS.2025.905000486 DOI: https://doi.org/10.47772/IJRISS.2025.905000486

Tai, R. H., Ryoo, J. H., Skeeles-Worley, A., Dabney, K. P., Almarode, J. T., & Maltese, A. V. (2022). (Re-) Designing a measure of student’s attitudes toward science: a longitudinal psychometric approach. International Journal of STEM Education, 9(1), 12. DOI: https://doi.org/10.1186/s40594-022-00332-4

Tan, K. A. (2021). Science Education in the Philippines: Challenges and Opportunities. Asia-Pacific Science Education, 7(2), 1-6.

Tan, R. R. (2019). Attitudes Toward Science and Technology Among Filipino College Students. Asia-Pacific Education Researcher, 28(4), 317-328.

Wu, P., & Wang, Z. (2025). The impact of the student perception of teacher talk on student language learning attainment. BMC Psychology, 13, 112. DOI: https://doi.org/10.1186/s40359-025-02508-3

Xu, S.-R., & Zhou, S. N. (2022). The effect of students’ attitude towards science, technology, engineering, and mathematics on 21st century learning skills: A structural equation model. Journal of Baltic Science Education, 21(4), 706–719. DOI: https://doi.org/10.33225/jbse/22.21.706

Yau, P. S., Cho, Y., Kay, J. S., & Heckhausen, J. (2022). The effect of motive-goal congruence on adolescents’ academic goal engagement and disengagement. Motivation and Emotion, 46, 1–14. DOI: https://doi.org/10.1007/s11031-022-09946-1

Zhou, Y., & Shirazi, S. (2025). Factors Influencing Young People’s STEM Career Aspirations and Career Choices: A Systematic Literature review. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-025-10552-z DOI: https://doi.org/10.1007/s10763-025-10552-z

Özbuğutu, E. (2021). An Investigation into Anxiety about the Science Lesson Through a Mixed Model. Journal of Education and Learning, 10(1), 1-15. DOI: https://doi.org/10.5539/jel.v10n1p104

Downloads

Views

229

Downloads

85