The Role of Critical Thinking Skills in Enhancing Problem-Solving Abilities among High School Students
Bibliographic record
Abstract
This study investigates the role of critical thinking skills in enhancing problem-solving abilities among high school students. As education increasingly emphasizes the development of higher-order cognitive processes, understanding the interplay between critical thinking and problem-solving becomes essential. Employing a mixed-methods approach, data were collected through standardized critical thinking assessments, problem-solving tasks, and in-depth interviews with students and educators across multiple high schools. The findings reveal a significant positive correlation between students' critical thinking proficiency and their effectiveness in addressing complex, real-world problems. Moreover, instructional strategies that explicitly foster critical thinking—such as inquiry-based learning, Socratic questioning, and reflective discussions—were found to significantly enhance students' problem-solving performance. These results suggest that integrating critical thinking skill development into the high school curriculum is vital for preparing students to navigate academic challenges and broader societal issues. Implications for pedagogical practices and future research directions are discussed.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".