Critical Thinking Skills, Learning Strategies, and Academic Resilience among Grade 10 Students

Abstract

In the context of modern secondary education, students are expected to develop strong critical thinking skills, apply effective learning strategies, and demonstrate resilience in navigating academic challenges. This descriptive-correlational study examined the relationship between critical thinking skills, learning strategies, and academic resilience among Grade 10 students in selected secondary schools in Tacurong City, Sultan Kudarat. Data analysis revealed that students’ critical thinking skills are oftentimes evident, with the highest proficiency in inference, indicating the ability to identify solutions, evaluate evidence, and apply logical reasoning. Learning strategies were also consistently applied, with cognitive and metacognitive techniques most utilized, while affective and social strategies showed room for improvement. Academic resilience was oftentimes evident, with aspirational goals scoring highest, reflecting strong motivation and clear planning, whereas self-awareness, problem-solving, social skills, and empathy displayed moderate levels. Correlation analysis indicated a moderate positive relationship between critical thinking and academic resilience, suggesting that higher cognitive reasoning is associated with greater perseverance and adaptability in learning contexts. Additionally, a weak but significant positive relationship was observed between learning strategies and academic resilience, with cognitive strategies contributing most to students’ persistence and problem-solving abilities. These findings emphasized the interconnectedness of cognitive, emotional, and motivational factors in supporting students’ overall academic development and underscore the importance of structured interventions to enhance both thinking skills and resilience. Keywords: reasoning, study habits, perseverance, cognitive development