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Unlocking Mathematical Minds: Exploring Creative Thinking, Critical Thinking, and Problem-Solving Skills of Generation Z Learners

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Title: Unlocking Mathematical Minds: Exploring Creative Thinking, Critical Thinking, and Problem-Solving Skills of Generation Z Learners
Language: English
Authors: Jhea O. Laurilla (ORCID 0009-0009-6826-8357), Jahfet N. Nabayra (ORCID 0000-0002-4208-4041)
Source: International Journal of Research in Education and Science. 2026 12(2):544-556.
Availability: International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Grade 10
High Schools
Secondary Education
Descriptors: Creative Thinking, Critical Thinking, Problem Solving, Grade 10, High School Students, Foreign Countries, Predictor Variables, Correlation, Mathematics Education, Thinking Skills
Geographic Terms: Philippines
ISSN: 2148-9955
Abstract: This study investigates the level of creative thinking, critical thinking, and problem-solving skills of Generation Z learners in Mathematics, focusing on 77 Grade 10 students from five public schools in the district of Tangalan, Aklan, Philippines. Using a quantitative correlational research design, the study employed cluster sampling to select one section per school, and G*Power was used to determine the appropriate sample size. Three test instruments were utilized to assess the levels of creative thinking, critical thinking, and problem-solving skills. The Mathematical Creative Thinking Test included four items: Items 1 and 2 were adopted from Paniagua (2022), Item 3 was based on Ariawan et al. (2024), and Item 4 from Fauzi et al. (2019). Descriptive statistics such as mean, standard deviation, and frequency were used to analyze students' performance levels. Pearson's r and multiple regression analyses were employed to explore relationships and predictive effects. The findings revealed that most learners demonstrated moderate creative thinking and problem-solving skills, while critical thinking was predominantly at Level 1 (Beginning). Correlation and regression analyses indicated no significant relationships or predictive effects among the three variables. These findings suggest that creative thinking, critical thinking, and problem-solving are distinct cognitive skills that must be developed independently. While this study confirms that Gen Z learners exhibit varying proficiency levels in these skills, its broader implication lies in understanding how these abilities develop independently rather than in a sequential or interdependent manner.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506081
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Unlocking Mathematical Minds: Exploring Creative Thinking, Critical Thinking, and Problem-Solving Skills of Generation Z Learners
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  Data: <searchLink fieldCode="AR" term="%22Jhea+O%2E+Laurilla%22">Jhea O. Laurilla</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-6826-8357">0009-0009-6826-8357</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jahfet+N%2E+Nabayra%22">Jahfet N. Nabayra</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4208-4041">0000-0002-4208-4041</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Research+in+Education+and+Science%22"><i>International Journal of Research in Education and Science</i></searchLink>. 2026 12(2):544-556.
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  Data: International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22Creative+Thinking%22">Creative Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink>
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  Data: 2148-9955
– Name: Abstract
  Label: Abstract
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  Data: This study investigates the level of creative thinking, critical thinking, and problem-solving skills of Generation Z learners in Mathematics, focusing on 77 Grade 10 students from five public schools in the district of Tangalan, Aklan, Philippines. Using a quantitative correlational research design, the study employed cluster sampling to select one section per school, and G*Power was used to determine the appropriate sample size. Three test instruments were utilized to assess the levels of creative thinking, critical thinking, and problem-solving skills. The Mathematical Creative Thinking Test included four items: Items 1 and 2 were adopted from Paniagua (2022), Item 3 was based on Ariawan et al. (2024), and Item 4 from Fauzi et al. (2019). Descriptive statistics such as mean, standard deviation, and frequency were used to analyze students' performance levels. Pearson's r and multiple regression analyses were employed to explore relationships and predictive effects. The findings revealed that most learners demonstrated moderate creative thinking and problem-solving skills, while critical thinking was predominantly at Level 1 (Beginning). Correlation and regression analyses indicated no significant relationships or predictive effects among the three variables. These findings suggest that creative thinking, critical thinking, and problem-solving are distinct cognitive skills that must be developed independently. While this study confirms that Gen Z learners exhibit varying proficiency levels in these skills, its broader implication lies in understanding how these abilities develop independently rather than in a sequential or interdependent manner.
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      – Text: English
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        StartPage: 544
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      – SubjectFull: Critical Thinking
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      – SubjectFull: Problem Solving
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      – SubjectFull: High School Students
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Mathematics Education
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Philippines
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