Critical Thinking Disposition and Attitude Towards Statistics: A Mixed- methods Study

This study aimed to determine the relationship between critical thinking disposition and attitude towards statistics among first-year teacher education students at Kapalong College of Agriculture, Sciences, and Technology, while also exploring their lived experiences through qualitative analysis. Using a convergent parallel mixed-methods design, the study gathered data from 119 students through standardized surveys and conducted in-depth interviews and focus group discussions with 14 purposively selected participants. Findings revealed that students had a high level of critical thinking disposition and a positive attitude towards statistics. Statistical analysis indicated a significant relationship between the two variables, r(117) = .549, p < .001, leading to the rejection of the null hypothesis. The qualitative data supported the quantitative results by highlighting how students’ experiences, confidence levels, and learning environments influenced their perception of statistics. It is concluded that students with stronger critical thinking tendencies tend to develop more favorable attitudes toward learning statistics. Therefore, educators are encouraged to adopt innovative, student-centered teaching strategies that foster both critical thinking and statistical understanding to enhance academic engagement and performance.