Critical Thinking Skills In Statistics And Probability Lesson Through The Solo–Hots Based Contextualized Materials Among Grade 10 Students

Abstract

This study investigated the development of critical thinking skills in Statistics and Probability among Grade 10 students through SOLO–HOTS based contextualized materials. It examined students’ cognitive progression, engagement, understanding, influence on critical thinking, learning experiences, and areas for improvement. To obtain the results, the researcher utilized a performance task with established criteria and rubrics to determine the level of critical thinking skills demonstrated by 45 Grade 10 students, 22 male and 23 female,  in solving contextualized statistical and probability problems. In addition, a survey questionnaire was administered to gather the students’ perceptions, experiences, engagement, and understanding regarding the use of the instructional materials.
Results showed that the materials effectively supported learners’ shift from surface-level understanding to deeper cognitive processing, enabling them to better analyze, connect, and generalize statistical and probabilistic concepts. Students demonstrated strong engagement and understanding, supported by real-life contexts that increased motivation and structured scaffolding that built confidence in solving complex mathematical tasks.
The SOLO–HOTS based materials significantly enhanced students’ critical thinking skills. Learners moved beyond memorization and developed the ability to justify solutions, interpret data, and analyze probability situations more logically, making lesson a meaningful tool for reasoning rather than an abstract difficulty. Although students experienced productive struggles, particularly in explaining reasoning in writing and solving complex word problems, these challenges reflected deeper engagement with analytical thinking.
Overall, the materials proved effective in promoting critical thinking, though further improvements are needed. Enhancements such as additional worked examples, thinking-process prompts, and visual or multimedia aids are recommended to improve instructional clarity and maximize student learning outcomes.