Influence of Critical Thinking on the Problem-Solving Ability of Secondary School Students

Abstract

The rapid advancement of knowledge-based societies has transformed the objectives of modern education. Contemporary educational systems emphasize the development of higher-order thinking skills that enable learners to analyze complex situations and make informed decisions. Among these skills, critical thinking and problem-solving ability are considered essential competencies for academic success and real-life adaptability. The present study investigates the influence of critical thinking on the problem-solving ability of secondary school students. A quantitative descriptive survey research design was adopted for the study. The sample consisted of 600 Class IX students selected through stratified random sampling from government and private secondary schools. Data were collected using the Murthy Critical Thinking Scale (MCTS) and the Problem-Solving Ability Test (PSAT-D). Descriptive statistics and regression analysis were used to analyze the data. The findings revealed that secondary school students generally demonstrate moderate levels of both critical thinking and problem-solving ability. Regression analysis indicated a statistically significant positive impact of critical thinking on problem-solving ability. The results suggest that students who exhibit stronger analytical reasoning and evaluative thinking skills are more capable of identifying problems, generating alternative solutions, and selecting effective strategies. The study highlights the importance of incorporating critical thinking–oriented instructional strategies into school curricula to enhance students’ problem-solving competence. The findings provide valuable implications for teachers, curriculum designers, and educational policymakers seeking to strengthen higher-order cognitive development in secondary education.