Creative thinking skills of Filipino learners in science: a PISA 2022 analysis

Abstract

The study aims to analyze the Programme for International Student Assessment (PISA) 2022 data of the selected creative thinking test and survey question on the perceptions related to Filipino learners creative thinking skills and their implications on the Philippine science K-12 curriculum. The study employed a descriptive quantitative design using secondary data with respondents from 3662 female and 3531 male learners. Based on the PISA 2022 eight-item questions, the findings showed that Filipino male learners are predominantly perceived as more confident than female learners in their creative thinking skills. However, based on the creative thinking assessment, both gender perceptions did not match their creative thinking skills scores, resulting in a low frequency of full credit, indicating a lack of full proficiency. The analysis of results revealed a mismatch between creative thinking items and Filipino learners’ performance standards assigned to science curricula. The findings serve as a good reference for curriculum developers on how to review and recalibrate the Philippine science curriculum. Additionally, integrating ecopedagogical literacy into science education may offer a contextualized approach to fostering creative thinking skills among learners, ultimately improving learning outcomes for both genders.