Critical Thinking, Mathematical Dispositions, and Metacognitive Awareness of Students: A Causal Model on Performance

The study sought to develop a causal model of critical thinking, mathematical dispositions, and metacognitive awareness on students? mathematics performance. Specifically, this study aimed to assess the levels of students? Mathematics performance, critical thinking, mathematical dispositions, and metacognitive awareness. Furthermore, it aimed to correlate and identify variables that best predict students? academic performance. To answer the problems posed, this study employed descriptive-correlational and causal-comparative research design. The participants of this study were randomly Grade 7 students at the public schools in the Division of Valencia City. The data were gathered using a standardized questionnaire and treated with both descriptive and inferential statistics such as frequency, percentage, mean, correlation, regression, and path analysis. The study revealed that performance of the Grade 7 students did not meet expectations. However, almost of them reached the average level in critical thinking. Students have an average level of mathematical dispositions and strong dedication to learn mathematics and they implement a variety of mathematical activity as manifested in math disposition as to sensibility, perseverance, and self-efficacy. Moreover, critical thinking, mathematical dispositions, and metacognitive awareness were significantly correlated with mathematics performance. In the same manner, critical thinking, perseverance under mathematical dispositions, and conditional knowledge under metacognitive awareness positively predicted students? mathematics performance. The best fitting causal model in students? performance is anchored on the critical thinking and mathematical disposition, particularly in perseverance. The more students think critically and logically coupled with the value of perseverance would likely improve their performance in Mathematics.