Critical thinking, problem-solving skills, and academic performance among undergraduate students: A correlational analysis
DOI:
https://doi.org/10.29070/yd9y3z42Keywords:
Critical Thinking, Problem-Solving Skills, Academic Performance, Undergraduate Students, Higher EducationAbstract
Critical thinking and problem-solving skills have emerged as essential competencies in higher education due to the increasing complexity of modern academic, professional, and social environments. Universities worldwide are emphasizing the development of higher-order cognitive abilities among undergraduate students to prepare them for dynamic workplaces, technological advancements, and lifelong learning. Critical thinking enables students to analyze information objectively, evaluate evidence, make rational judgments, and engage in reflective reasoning, whereas problem-solving skills help learners identify challenges, generate solutions, and apply knowledge effectively in real-life situations. These competencies are increasingly recognized as important predictors of academic success and intellectual development in higher educational institutions.
The present article critically examines the relationship between critical thinking, problem-solving skills, and academic performance among undergraduate students through a correlational analytical approach. The study explores the conceptual foundations of critical thinking and problem-solving, their significance in higher education, factors influencing their development, and their impact on students’ academic achievement. The article also analyses pedagogical approaches, technological influences, and educational strategies that contribute to the enhancement of these cognitive skills among undergraduate learners.
The study adopts a descriptive and analytical methodology based on secondary data collected from scholarly journals, educational reports, research studies, and academic literature. Existing empirical findings suggest a positive correlation between critical thinking abilities, problem-solving competencies, and academic performance among undergraduate students. Students possessing strong analytical and reasoning skills tend to demonstrate better academic outcomes, effective decision-making abilities, improved communication, and greater adaptability in educational environments.
The article further discusses challenges in fostering critical thinking and problem-solving abilities within traditional educational systems that often emphasize rote memorization and examination-oriented learning. The role of teachers, curriculum design, digital technologies, collaborative learning, experiential education, and active pedagogy is critically examined in relation to cognitive skill development.
The article concludes that critical thinking and problem-solving skills are indispensable components of quality higher education and play a significant role in enhancing academic performance and preparing students for future professional and societal responsibilities. Educational institutions must therefore adopt learner-centred pedagogical approaches, interdisciplinary learning models, and skill-oriented curricula to promote critical inquiry, creativity, analytical reasoning, and problem-solving competencies among undergraduate students.
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