Science attitudes, scientific literacy, critical thinking skills, and academic performance of Grade IV pupils

In a world driven by scientific discovery and innovation, young learners' attitudes, literacy, and critical thinking skills shape their path toward academic success. This study was conducted to determine the relationships among science attitudes, scientific literacy, critical thinking skills, and academic performance in Science of Grade IV pupils in the District of Ivisan, for School Year 2024-2025.The study employed a descriptive-correlational research design involving 240 Grade IV pupils of 15 public elementary schools in the District of Ivisan, during School Year 2024-2025. The research instruments used were 15-item Likert scale survey questionnaires anda 15-item researcher-made test questionnaire. Academic performance was determined based on the pupils’ science grades in the third quarter of School Year 2024-2025. Data were analyzed using frequency, percentage, means, and pearson’s r at a 0.05 significance level. The level of science attitudes of Grade IV pupils was found to be “positive”. The level of scientific literacy of Grade IV pupils was found to be “good”. The level of critical thinking skills of Grade IV pupils was found to be “high”. The level of academic performance in Science of Grade IV pupils was found to be “very satisfactory”. There were significant relationships between science attitudes and scientific literacy; between science attitudes and critical thinking skills; between scientific literacy and critical thinking skills; between scientific literacy and academic performance in Science; and between critical thinking skills and academic performance in Science of Grade IV pupils. However, there was no significant relationship between science attitudes and academic performance in Science of Grade IV pupils.