The Relationship between Critical Thinking Skills and Quantitative Reasoning… 1 Jurnal Pendidikan Matematika (Kudus) Jurnal Pendidikan Matematika (Kudus) P-ISSN 2615-3939 | E-ISSN 2723-1186 https://journal.iainkudus.ac.id/index.php/jmtk DOI: - Volume 5, Number 1, June 2022, pp. 1-16 The Relationship between Critical Thinking Skills and Quantitative Reasoning among Junior Secondary School Students in Nigeria Adeneye O. A. Awofala 1* , Ruth F. Lawal 2 1 Department of Science and Technology Education, University of Lagos, Lagos, Nigeria 2 Department of Mathematics, Federal College of Education (Technical), Akoka, Nigeria * Correspondence: aawofala@unilag.edu.ng Abstract Evidence suggests scarcity of investigations on the relationship between critical thinking (CT) and students’ achievement in quantitative reasoning (QR) in Nigeria. This correlational study adopted a quantitative model to investigate critical thinking skills as correlates of achievement in quantitative reasoning among 1500 junior secondary school students in Lagos State, Nigeria. The study involved three research questions and two valid and reliable instruments {California Critical Thinking Skills Test-Form B (CCTST with KR-20=0.88 and the Quantitative Reasoning Achievement Test (QRAT with KR-20=0.92)} were used for data collection. Data collected were analysed by deploying the statistics of mean, standard deviation, Pearson product- moment correlation coefficient, and multiple regression analysis at 5% level of significance. The outcome of the study showed a prevalent shortfall of quantitative reasoning among the junior secondary school students in Lagos State. Results showed statistically weighty associations amid critical thinking and its gauges (analysis, deductive reasoning, inductive reasoning, evaluation, and inference) with students’ quantitative reasoning achievement. In addition, the five gauges or indicators were weighty forecasters of quantitative reasoning achievement among the junior secondary school students. Based on the outcomes of this study, it was recommended that mathematics teachers should abstain from deploying teacher- centered pedagogies that are hostile to students’ comprehension of mathematical concepts and critical thinking. In conclusion, mathematics teachers should endeavour to integrate everyday life experience of the students into the mathematics taught in the classroom to enable purposeful utilization of mathematics. Keywords: Achievement; Critical Thinking; Junior Secondary School; Quantitative Reasoning Abstrak Bukti menunjukkan kelangkaan penyelidikan tentang hubungan antara berpikir kritis (CT) dan prestasi siswa dalam penalaran kuantitatif (QR) di Nigeria. Studi korelasional ini mengadopsi model kuantitatif untuk menyelidiki keterampilan