Investigating the relationship between problem-solving skills and academic performance in STEM subjects among secondary school students

STEM education plays a critical role in equipping secondary school students with 21st-century competencies such as problem-solving, critical thinking, and analytical reasoning. Problem-solving skills, particularly planning, monitoring, and evaluation, are widely recognized as key components of effective learning in STEM disciplines. However, empirical evidence explaining how these skills relate to students’ academic performance across integrated STEM domains remains limited. This study examined the relationship between problem-solving skills and academic performance among secondary school students, integrating perspectives from metacognitive and social cognitive theories. A quantitative cross-sectional survey design was employed, with data collected from 1,000 secondary school students. Participants completed validated questionnaires measuring problem-solving skills and self-reported academic performance in STEM subjects. Descriptive statistics were used to summarize skill levels and performance, while one-sample t-tests assessed differences from the neutral midpoint. Pearson correlation and multiple regression analyses were conducted to examine the relationship between problem-solving dimensions and academic performance. The results showed that students reported high levels of problem-solving skills across planning (M = 4.23, SD = 0.69), monitoring (M = 4.26, SD = 0.70), and evaluation/reflection (M = 4.25, SD = 0.70). Academic performance was also rated highly (M = 4.17, SD = 0.69), significantly exceeding the neutral benchmark. Correlation analysis revealed very weak positive associations between problem-solving dimensions and academic performance, with evaluation/reflection showing a minimal but significant correlation (r = 0.064, p = 0.044). However, regression analysis indicated that evaluation/reflection exhibited a small negative coefficient (B = − 0.064, p = 0.043), and overall problem-solving skills explained only 0.8% of the variance in academic performance. These findings suggest that although students report strong problem-solving abilities, these skills do not strongly predict perceived academic achievement. The results highlight the importance of instructional approaches that integrate metacognitive development, authentic problem-solving tasks, and supportive learning environments to strengthen the link between cognitive skills and academic outcomes in STEM education.