Abstract
This study examined the level of assessment of mathematical proficiency skills among college students at Mindanao State University-Sulu. A descriptive-correlational research design was employed, involving 100 student-respondents selected through purposive sampling. The study assessed mathematical proficiency in two dimensions: mathematical skills and critical thinking skills. It also considered demographic factors such as gender, age, parents’ educational attainment, parents’ average monthly income, and degree program. Findings revealed that the majority of respondents were female and belonged to the 19–22 age group. A significant portion came from low-income families, with many having parents who were high school or college graduates. Students generally rated their mathematical and critical thinking skills as "Mostly Like Me," indicating a strong perception of proficiency in these areas. No significant differences were found in the assessment of mathematical proficiency when grouped by gender, age parents’ average monthly income, or parents’ educational attainment. However, significant differences were found in both mathematical skills and critical thinking skills when grouped by degree program, with BSED Mathematics students outperforming BS Mathematics students. A very high positive correlation was found between mathematical skills and critical thinking skills, indicating that students who are proficient in mathematics also exhibit strong critical thinking abilities. The study recommends that school administrators implement support programs to enhance mathematical and critical thinking skills, ensuring that students across all demographics receive equitable learning opportunities. Teachers may incorporate innovative strategies to further strengthen mathematical proficiency, while students are encouraged to engage in self-directed learning to enhance both mathematical and critical thinking abilities. Parents may take an active role in supporting their children's mathematical learning by encouraging daily practice, problem-solving exercises, and engagement with supplemental learning resources. Future research may explore the long-term impact of various instructional strategies on students' mathematical proficiency and critical thinking skills.
