A quantitative study
A quantitative study
DOI:
https://doi.org/10.56162/transdigital608Keywords:
critical thinking, problem-solving, higher education, cognitive skills, university studentsAbstract
This study analyzed the relationship between critical thinking and problem-solving skills in students from the Veracruz region of the Universidad Veracruzana, Mexico. It was conducted with a quantitative approach with a non-experimental, cross-sectional, and correlational design. The sample consisted of 140 students from various academic disciplines. Data was collected using a structured questionnaire of 36 items, organized into dimensions of critical thinking (analysis, inference, and evaluation) and problem-solving (problem identification, alternative generation, and decision-making), using a Likert-type scale. The results showed that both variables were at a moderate level, with a mean of 3.67 for critical thinking and 3.59 for problem-solving. Furthermore, a strong positive correlation was identified between the two competencies (r = .83, p < .01), demonstrating a significant relationship between them. In conclusion, critical thinking emerges as a key factor in the development of problem-solving skills in university students. These findings suggest the need to strengthen pedagogical strategies aimed at developing higher-order cognitive skills, contributing to the improvement of academic training and professional performance in complex contexts.
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