STUDENTS' LEVEL OF THINKING SKILLS IN MATHEMATICS AS MEASURED BY SOLO-BASED ASSESSMENT

This study aimed to determine the level of students’ thinking skills in Mathematics using a SOLO-based assessment. A descriptive–correlational design with one-stage cluster sampling was employed, involving 80 Grade 11 students from a public school in the Siquijor Division. Validated questionnaires and Mathematics assessments aligned with the SOLO taxonomy, PISA standards, and Grade 10 K-12 competencies were utilized. Data were analyzed using percentage, mean, Spearman’s Rank-Order Correlation, and Chi-Square Test. Results showed that students obtained Very Satisfactory ratings in English, Science, and Mathematics, and demonstrated at least a basic understanding of mathematical concepts, with most reaching the Extended Abstract level in factoring polynomials, polynomial equations, and problem solving. Significant positive correlations were found between students’ academic performance in English, Science, and Mathematics, and their thinking skills. Sex was also found to have a statistically significant relationship with thinking skills in favor of female students.