Reflective Thinking Skills toward Problem Solving of Students in Ilocos Sur Polytechnic State College

Abstract

As the demands of the 21st century continue to evolve, students are expected not only to acquire knowledge but also to develop higher-order thinking skills essential for effective problem-solving. Among these skills, reflective thinking plays a vital role by enabling learners to examine their thought processes, evaluate their actions, and generate meaningful solutions to complex challenges. This study aims to understand how reflective thinking influences academic achievement by investigating the reflective thinking skills of second-year Bachelor of Science in Office Administration students enrolled in the Statistics of Research course at Ilocos Sur Polytechnic State College, Main Campus. Specifically, it assesses the students' level of reflective thinking and its relationship to their profiles and mathematics performance. Utilizing a descriptive-correlational research design, data were collected through a structured questionnaire and analyzed using frequency counts, percentages, means, and correlation techniques.

Findings revealed that the majority of the respondents were female and came from rural areas. In terms of mathematics performance, most students obtained a “Good” rating, indicating a satisfactory level of understanding of statistical concepts. The results further showed that students demonstrated a high level of reflective thinking across the three domains. However, certain indicators, particularly those involving higher-order questioning, strategy modification, and knowledge transfer, were only at an average level.

Correlation analysis indicated no significant relationship between the respondents’ profile and their level of reflective thinking. Similarly, no significant relationship was found between reflective thinking and mathematics performance. These findings suggest that although students possess reflective thinking skills, these are not fully utilized in enhancing their academic performance.

The study concludes that reflective thinking must be more intentionally integrated into instructional practices to improve students’ problem-solving abilities. It is recommended that educators adopt strategies that promote deeper reflection and critical thinking in mathematics learning.