Biology Achievement and Critical Thinking Skills: A Case Among STEM Senior High School Learners

Abstract

Critical thinking is a core competency emphasized in senior high school science education. However, its relationship with academic performance remains inconclusive in local contexts. This study examined the levels of critical thinking skills and Biology achievement among STEM senior high school learners and determined the relationship between these two variables. This quantitative study used researcher-modified test and survey questionnaires and were participated by 269 senior high school learners from both public and private schools. Results showed that only 13% of learners demonstrated high levels of critical thinking skills, while the majority were classified as average (43%) or low (43%), indicating limited higher-order reasoning proficiency among most learners. In terms of Biology achievement, most students performed at a Satisfactory level (59.90%), followed by Very Satisfactory (19.00%), with only a minimal proportion attaining Outstanding performance (0.40%). A notable 20.80% of learners did not meet academic expectations. Pearson product-moment correlation analysis revealed a very weak and non-significant relationship between critical thinking skills and Biology achievement (r = 0.058, p = 0.342), suggesting that critical thinking did not significantly predict academic performance in General Biology 2. The findings imply that Biology achievement may be more strongly influenced by instructional practices, assessment methods, and contextual factors than by critical thinking skills alone. The study underscores the need to align teaching strategies and assessment practices with curriculum goals to ensure that the development of critical thinking is meaningfully reflected in academic outcomes among learners.