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Structured Approach in Critical Thinking Skills and Mathematics Anxiety of Grade 12 Stem Students of Isulan National High School

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  • Lorenz P. Aujero

    (Isulan National High School, Isulan, Sultan Kudarat, Philippines)

  • Rey S. Fuentebilla

    (Sultan Kudarat State University, Tacurong City, Philippines)

Abstract

This study investigated the impact of a structured teaching approach on reducing mathematics anxiety and improving critical thinking skills among Grade 12 STEM students at Isulan National High School during their Basic Calculus curriculum. Utilizing a pre-experimental one-group pretest-posttest design, 30 students identified with high levels of math anxiety participated in a focused 20-day intervention, consisting of daily two-hour sessions that emphasized real-world applications of calculus, guided discussions, and scaffolded problem-solving strategies. Assessment tools, including the Suinn-Winston Mathematics Anxiety Scale and a validated critical thinking test, were administered before and after the intervention. Statistical analysis revealed significant reductions in mathematics anxiety and notable gains in critical thinking, demonstrating the effectiveness of structured teaching methods. These findings highlight the value of incorporating structured instructional strategies to address both the emotional and cognitive demands of advanced mathematics, fostering greater student confidence, engagement, and higher-order thinking.

Suggested Citation

  • Lorenz P. Aujero & Rey S. Fuentebilla, 2025. "Structured Approach in Critical Thinking Skills and Mathematics Anxiety of Grade 12 Stem Students of Isulan National High School," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(4), pages 260-269, April.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-4:p:260-269
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