Technology Utilization, Critical Thinking, and Problem-Solving Skills of Junior High School Students

Abstract

This study determined the relationship between technology utilization and the critical thinking and problem-solving skills of junior high school students in a private secondary school in Negros Occidental during the school year 2026–2027. The study employed a quantitative descriptive-correlational research design. A total of 154 junior high school students were selected from a population of 250 students using stratified random sampling. Data were gathered through a standardized instruments and analyzed using mean, standard deviation, and Spearman's rho correlation coefficient. Findings revealed that the respondents demonstrated a high level of technology utilization, a high level of critical thinking skills, and a high level of problem-solving skills. The results further revealed a statistically significant moderate positive relationship between technology utilization and critical thinking skills. Likewise, a statistically significant moderate positive relationship was found between technology utilization and problem-solving skills. The study concluded that technology utilization significantly contributed to the development of students' critical thinking and problem-solving skills when appropriately integrated into educational activities. Therefore, schools and teachers should continue to promote meaningful, purposeful, and responsible use of educational technology to strengthen students' higher-order thinking skills and prepare them for the demands of the twenty-first century.