The Intersection of Bias, Critical Thinking, & Innovation: A Quantitative Analysis

This study examines whether gender differences exist in critical thinking skills among elementary school students through a secondary quantitative analysis of an existing dataset (Putera, 2020). Using a sample of 25 students with complete data, the study employs linear regression and an independent samples t-test to evaluate the relationship between gender and critical thinking test scores. Results indicate that female students scored slightly higher on average than male students; however, the difference was not statistically significant (p = 0.634). Regression findings further confirm that gender is not a significant predictor of critical thinking performance. These findings align with existing literature suggesting that instructional strategies, classroom environment, and developmental factors may play a more substantial role than gender in shaping critical thinking skills at the elementary level. Limitations include a small sample size and limited variables, which restrict statistical power and generalizability. The study highlights the importance of equitable and inclusive educational practices and suggests directions for future research using larger, more diverse samples.