Predicting Mathematics Achievement Through Critical Thinking and Self Learning Efficacy Among grade 11 STEM students.

GRADE 11 STEM students

In this study, a quantitative research design using correlation approach was adopted. A total number of Grade 11 STEM students were chosen as participants in the study. Instruments in the form of standardized tests and adapted forms were utilized to measure critical thinking and self-learning efficacy, while the test scores of the students were used to determine their mathematics achievement. It emerged from the findings that the respondents had high scores in critical thinking and self-learning efficacy, while their mathematics achievement was satisfactory. Additionally, it was observed from the findings that there existed a highly significant correlation between critical thinking and mathematics achievement as well as self-learning efficacy and mathematics achievement. Furthermore, it was established that both critical thinking and self-learning efficacy significantly predicted mathematics achievement among grade 11 STEM students. From the above findings, it may therefore be concluded that critical thinking and self-learning efficacy have been identified to be important factors which help in improving the performance of students in mathematics. This study was carried out in order to establish the predictive relationship between critical thinking and self-learning efficacy regarding the students' mathematics achievement in Grade 11 STEM students. The growing need for high-level cognitive processes and self-learning in mathematics underscores the importance of studying how such factors can affect students' performance. In this study, a quantitative research design using correlation approach was adopted. A total number of Grade 11 STEM students were chosen as participants in the study. Instruments in the form of standardized tests and adapted forms were utilized to measure critical thinking and self-learning efficacy, while the test scores of the students were used to determine their mathematics achievement. It emerged from the findings that the respondents had high scores in critical thinking and self-learning efficacy, while their mathematics achievement was satisfactory. Additionally, it was observed from the findings that there existed a highly significant correlation between critical thinking and mathematics achievement as well as self-learning efficacy and mathematics achievement. Furthermore, it was established that both critical thinking and self-learning efficacy significantly predicted mathematics achievement among grade 11 STEM students.

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