BANGLADESH JOURNAL OF MULTIDISCIPLINARY SCIENTIFIC RESEARCH 10(3) (2025), 49-56 49 MULTIDISCIPLINARY SCIENTIFIC RESEARCH BJMSR VOL 10 NO 3 (2025) P-ISSN 2687-850X E-ISSN 2687-8518 Available online at https://www.cribfb.com Journal homepage: https://www.cribfb.com/journal/index.php/BJMSR Published by CRIBFB, USA SCIENTIFIC ATTITUDE AND CRITICAL THINKING SKILLS IN SECONDARY SCHOOL STUDENTS: THE IMPACT OF GENDER AND MANAGEMENT Murathoti Rajendra Nath Babu (a)1 Atokali (b) Ankita Lahon (c) Srinivasan Padmanaban (d) (a) Associate Professor, Department of Education, Nagaland University (A Central University), Kohima Campus, Meriema, Nagaland, India-797 004, E-mail: mrnbdte@nagalanduniversity.ac.in (b) Post Graduate Teacher in Biology, PM Shri Kendriya Vidyalaya, Dimapur, Nagaland, India - 797112, E-mail: atokaliachumi9@gmail.com (c)Research Scholar, Department of Education, Nagaland University (A Central University), Kohima Campus, Meriema, Nagaland, India-797 004, E-mail: lahonankita@gmail.com (d)Professor, Department of Education, Central University of Tamil Nadu, Thiruvarur, Tamil Nadu, India-610005, E-mail: srinivasanp@cutn.ac.in A R T I C L E I N F O Article History: Received: 18th February 2025 Reviewed & Revised: 18th February to 30th May 2025 Accepted: 12th June 2025 Published: 16th June 2025 Keywords: Scientific Attitude, Critical Thinking Skills, Gender, Management, School Students JEL Classification Codes: I21, I24, J16 Peer-Review Model: External peer review was done through double-blind method. A B S T R A C T Students' future academic achievement in secondary school depends on developing both a scientific mindset and critical thinking abilities. The study aimed to measure the level of scientific attitude and critical thinking skills among secondary school students and to identify any significant differences in their scientific attitude and critical thinking skills based on gender and management style. A descriptive survey research design was employed to conduct the study. A sample of 200 Class IX students was randomly selected from government and private schools in the Kohima and Dimapur districts of Nagaland. Two research instruments were used for data collection: the scientific attitude questionnaire developed by the investigators and the Critical Thinking Skills Scale developed by Murthy (2014), which was modified to suit the needs and context of Nagaland. The collected data were analyzed using percentages, means, standard deviations, correlations, chi-square tests, and t-tests for independent samples. The study revealed that the level of scientific attitude and critical thinking skills among secondary school students varied. Scientific attitude and critical thinking skills were not significantly influenced by gender. Scientific attitude and critical thinking skills were significantly influenced by management. It was found that there is a positive correlation between scientific attitude and critical thinking skills among secondary school students. The findings of this study suggest that teachers should design an engaging science curriculum that incorporates more hands-on activities, project-based learning, classroom discussions, model exhibitions, science fairs, science museums, and field trips in order to foster a scientific mindset in their pupils. © 2025 by the authors. Licensee CRIBFB, USA. This open-access article is distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0). INTRODUCTION Science has been derived from the Latin word 'Scientia', which means knowledge, awareness, and understanding. The primary objective of science teaching at any level is to foster a scientific attitude and develop critical thinking. The terms "scientific attitude" and "scientific temper" are used interchangeably. Nehru (1946), in his book Discovery of India, states that "scientific approach and temper are a way of life, a process of thinking, a method of acting, and associating with our fellowmen". The "scientific attitude" in science education is another area of emphasis in the National Curriculum Framework (Pal, 2005). Quality higher education must strive to produce decent, considerate, well-rounded, and creative people in light of the demands of the twenty-first century. In addition to developing character, ethical and constitutional values, intellectual curiosity, scientific temper, creativity, a spirit of service, and 21st-century skills across a variety of disciplines, including the sciences, social sciences, arts, humanities, languages, as well as professional, technical, and vocational subjects, it must allow a person to study one or more specialized areas of interest in depth. To develop holistic individuals, a set of identified skills and values must be incorporated at each stage of learning, from preschool to higher education (Ministry of Education, 2020). Critical thinking concerns the 'Why' questions and assumptions influencing thoughts or actions. A person with essential thinking skills constantly seeks evidence to evaluate everyday problems. World Health Organization (1996) 1Corresponding author: ORCID ID: 0000-0001-8904-383X © 2025 by the authors. Hosting by CRIBFB. Peer review under responsibility of CRIBFB, USA. https://doi.org/10.46281/w5crnb28 To cite this article: Babu, M. R. N., Atokali, Lahon, A., & Padmanaban, S. (2025). SCIENTIFIC ATTITUDE AND CRITICAL THINKING SKILLS IN SECONDARY SCHOOL STUDENTS: THE IMPACT OF GENDER AND MANAGEMENT. Bangladesh Journal of Multidisciplinary Scientific Research, 10(3), 49-56. https://doi.org/10.46281/w5crnb28 http://creativecommons.org/licenses/by/4.0/) http://creativecommons.org/licenses/by/4.0/) https://www.openaccess.nl/en https://doi.org/10.46281/w5crnb28 https://orcid.org/0000-0001-8904-383X https://orcid.org/0009-0003-7742-3474 https://orcid.org/0009-0002-9889-1691 https://orcid.org/0000-0001-7478-1274 Babu et al., Bangladesh Journal of Multidisciplinary Scientific Research 10(3) (2025), 49-56 50 mentions that critical thinking is one of the core life skills. Critical thinking combines revised Bloom's cognitive subdomains, including knowledge, comprehension, application, analysis, synthesis, evaluation, and creation. India is a multicultural society comprising diverse individuals from various backgrounds, beliefs, attitudes, and practices. It consists of a mini-society in any given classroom. Many students complete their education up to secondary level only. Therefore, people may face difficulties in utilizing the opportunity to pass down the scientific way of thinking and solving problems. It becomes difficult for an individual to convert unreasonable, superstitious practices into more rational ones and establish a critical perspective. It is essential to understand what a scientific attitude entails. Moreover, why do we need a scientific attitude? Nehru (1946) stated the importance of a scientific attitude in how problems could be resolved using a scientific perspective and in dealing with fellow beings at times when conflicts arise how to resolve any political, social, economic, health, habits, beliefs, and interpersonal dealings scientific attitude and its attributes like critical thinking have become indispensable skills of the present time. National Curriculum Work (Pal, 2005) and NEP -2020 (Ministry of Education, 2020). Stresses on the scientific attitude and critical thinking. These curriculum frameworks provide direction towards the present system and the outcome of the curriculum, assessing how effective it has been in promoting the objectives of Science at the secondary level. The Nagaland Board of School Education (NBSE) gives a direction on planning and inclusion of the elements lacking in the secondary science curriculum that would enhance the quality of science education in Nagaland as a state and India at large, impacting the global viewpoint starting from the hills of the northeast people and the beliefs practices in social conflicting situations how they tackle the conflicting situations using scientific attitude and critical thinking. The present study focuses on the scientific attitude and critical thinking skills, as well as one of their attributes, among secondary school students in Nagaland who are studying under the Nagaland Board of School Education (NBSE) board. Adolescents are curious individuals who constantly explore the world around them. Therefore, the right attitude and behavior formation should occur during the time they reach the IX standard when they are wondering about their career and the path they should choose in life. This is a crucial stage for how they decide and deal with society and pressure, which will determine the outcome of their later life. The effectiveness of science teaching in primary and secondary school would be reflected in choosing the path they would take in the long run. To compare the scientific attitude and critical thinking skills among boys and girls, as well as those in private and government schools, the study is entitled "Scientific attitude and critical thinking skills among secondary school students in Nagaland." The objectives of the present study are to determine the scientific attitude and critical thinking skills and to investigate the correlation between scientific attitude and critical thinking skills among secondary school students in Nagaland. This study is structured into six key sections. The Introduction outlines the concept, articulates the problem statement, and defines the study's objectives. Next, the Literature Review encapsulates current knowledge on scientific attitudes and critical thinking skills, emphasizing the theoretical underpinnings and highlighting research gaps that the current investigation aims to address. The Materials and Methods section elaborates on the research design, describes the data collection process, and specifies the analytical tools used to explore the relationships between the variables. The Results section presents the empirical outcomes, revealing which hypotheses were validated and which were not, while the Discussion interprets these findings about existing literature. Lastly, the Conclusion underscores the unique contributions of the study, discusses its significance, and offers suggestions for practice and avenues for future research. LITERATURE REVIEW The results of a study conducted in Katsina State, Nigeria, by Olasehinde and Olatoye (2014) on the scientific attitudes, attitudes toward Science, and science achievement of senior secondary school students do not support the idea that male and female students are equal in these areas. Girls outperform boys in Science, according to a study by Ahuja (2017) on scientific attitudes and science success scores among secondary school pupils. Harsharan Singh (2018) investigated the relationship between superstitious behavior and scientific views among professional college students, examining the influence of locus of control and gender. There was no discernible gender difference in the mean score for superstitious behavior. Khan et al. (2022) investigated the attitudes of pre-college STEM students toward Science, including their perceptions of gender disparities, their impact on physics test scores, and their decisions to pursue higher-level physics coursework. Aversion to superstitions was found to be higher than other characteristics of the scientific attitude under investigation, and it was discovered that boys scored higher on the physics and scientific attitude. Additionally, a strong correlation was observed between the two scores for both girls and boys. Singh (2014) investigated the scientific mindset of aspiring science instructors as well as junior and senior secondary school students in Botswana. The attitudes of male and female respondents were found to be similar, with the majority falling within the average range. Yadav and Singh (2017) investigated how gender affected the scientific mindset of biology students in upper secondary school. The results show that, at the formal operational level, there is no discernible difference in the scientific attitudes of male and female biology students. Sherafat (2016) investigated the impact of self-esteem, study habits, and critical thinking on the academic performance of secondary and senior secondary school students. Students attending private schools demonstrated better study habits and critical thinking skills than those attending public schools. According to Mittal's (2017) study on the critical thinking skills and dispositions of junior college students in relation to their goal orientation and learning methodologies, there were no discernible disparities in the critical thinking abilities of junior college boys and girls. The mean scores of ICSE board students were noticeably higher than those of CBSE and SSC board graduates. The critical mean was higher for science students than for commerce and art students, respectively. Kaur (2013) conducted a study on the relationship between scientific attitude and critical thinking among school teachers in Punjab's Mohali region; findings revealed that female teachers were more critical thinkers and had a stronger scientific attitude than male instructors. According to the results of a study by Ramya (2019)., on the "effect of social constructivist strategies of teaching science on scientific attitude, critical Babu et al., Bangladesh Journal of Multidisciplinary Scientific Research 10(3) (2025), 49-56 51 thinking, and social skills of secondary school students," social constructivist teaching methods are more successful in improving students' scientific attitudes, critical thinking, and social skills. A strong relationship existed between secondary school students' scientific mindset, critical thinking, and social skills. A technology-rich environment and critical thinking abilities are positively correlated, according to McMahon, G. (2009), who researched critical thinking and ICT integration in a secondary school in Western Australia. In their study, Duran and Dökme (2016) examined the effect of inquiry-based learning on students' critical thinking skills. They found that inquiry-based learning had a significant impact on students' critical thinking abilities in Science and technology. The study conducted by Tous and Haghighi (2016) compared the critical thinking abilities of Iranian male and female English as a Foreign Language (EFL) learners. It concluded that there was no significant difference between the two groups. Solihati and Hikmat (2018) examined the presence of critical thinking exercises in senior secondary Indonesian language textbooks. Their findings showed that the textbooks lacked critical thinking-promoting components. The effectiveness of laboratories with various objectives and designs on students' critical thinking abilities was investigated by Walsh C. et al. (2022), who found that students' critical thinking abilities are enhanced by laboratories that emphasize the development of experimental skills. Suastra and Ristiati (2019) investigated the effects of the project-based learning model on students' critical thinking, scientific attitude, and self-efficacy. They discovered that authentic assessment can improve students' scientific self-efficacy, scientific attitude, and critical thinking abilities. Students' scientific attitude was examined by Budiharti and Waras (2018) as a treatment effect of blended learning supported by the I-Spring 8 application. They discovered that students' behavior is influenced by blended learning supported by the I-Spring 8 application on all aspects of scientific attitude, including critical thinking, creativity and discovery, cooperation and open- mindedness, perseverance, and inquisitiveness. Suryawati and Osman (2018) evaluated the impact of contextual teaching and learning on students' scientific attitudes and academic performance in Natural Science. They discovered no difference in students' scientific attitudes between the contextual strategy treatment group and the conventional strategy treatment group. To foster a positive attitude toward Science among lower secondary school students, Zulirfan et al. (2018) implemented an alternative strategy and assessed its efficacy. The study found that the take-home experiment strategy has a significant influence on students' development of a scientific attitude. According to the literature study, there has been little research conducted on the relationship between critical thinking abilities and a scientific mindset, especially in Nagaland. To enhance scientific attitude and critical thinking abilities in the context of Nagaland, the researchers were compelled to ascertain the current state of science education and whether the goals of Science are being met in terms of fostering a scientific attitude, as outlined in the National Policy of Education- 2020 (Ministry of Education, 2020). Determining our current state and the necessary improvements to our educational system is crucial. Based on the existing literature, the Conceptual Model of Scientific Attitude and Critical Thinking Skills, and the study's purpose, the following hypothesis was formulated. Ho1: Secondary school students in Nagaland do not have different levels of scientific attitude Ho2: Secondary school students in Nagaland do not have different levels of critical thinking Ho3: There is no significant difference between boys and girls in their mean scores of the scientific attitude of secondary school students in Nagaland Ho4: There is no significant difference in mean scores of scientific attitude among government and private secondary school students in Nagaland Ho5: There is no significant difference in critical thinking skills of secondary school students in Nagaland with respect to gender Ho6: There is no significant difference in critical thinking skills of secondary school students in Nagaland with respect to management Ho7: There is no significant correlation between scientific attitude and critical thinking skills among secondary school students in Nagaland. Figure 1. Conceptual Model of Scientific Attitude and Critical Thinking Skills, Source: Prepared by the authors Scientific Attitude Critical Thinking Skills Respect for evidence Honesty in reporting Objectivity Perseverance Rationality Critical Thinking Open - Mindedness Aversion to Superstitions Poor Average Good Gender Management Babu et al., Bangladesh Journal of Multidisciplinary Scientific Research 10(3) (2025), 49-56 52 MATERIALS AND METHODS The study investigates the level of scientific attitude and critical thinking skills among secondary school students. The study aims to determine whether there are significant differences in scientific attitude and critical thinking skills among individuals based on gender and management in Nagaland, using a descriptive survey method. This study employs a Quantitative methods approach for its research methodology, utilizing quantitative data collection methods as part of the study variables. The critical thinking of the participants is used as the dependent variable, and the scientific attitude is used as the independent variable. The current research sample comprises 200 students (102 boys and 98 girls) attending class IX in secondary schools located in the Dimapur and Kohima districts of Nagaland. The participating students were selected using the simple random sampling method, a type of probability sampling. The scientific Attitude Questionnaire, developed by the investigators and consisting of 35 statements, was used. The reliability and validity of the scientific attitude tool were 0.78 and 0.88, respectively. The Mysore Critical Thinking Skills Scale (Murthy, 2014) was modified and used by investigators, who presented four conflicting situations or dilemmas and asked respondents to write about the merits and demerits, providing reasons for their responses. Data were collected by the investigators, who personally visited secondary schools located in Dimapur and Kohima, with the approval of the principals and head teachers. Frequencies, Percentages, Mean, S.D., Correlation, Chi-Square test, and independent t-test were used for data analysis. The research benefits from its quantitative methodology, which yields a complete understanding of critical thinking and scientific attitudes among secondary school students. The research focused exclusively on secondary schools in the state of Nagaland. RESULTS Table 1. Level of scientific attitude scores Score Range Frequency % Level Chi-Square Value 119 & Below 199 90 45% Below-average level of scientific attitude 48.99* 120-122 20 10% Average level of scientific attitude 123 and above 90 45% Above average level of scientific attitude N 200 100% Note: * significant Source: Survey data, 2024 The overall data were analyzed in the form of percentages to find out the level of scientific attitude among secondary school students in Nagaland, where analysis of Table 1 reveals that 45% scored below average level of scientific attitude, 10% scored the average level of scientific attitude, and 45% scored above average level of scientific attitude. The calculated Chi-Square value is 48.99, and the tabulated Chi-Square value for 2df at 0.01 level of significance is 9.21. The calculated Chi-Square value is greater than the tabulated Chi-Square value. Therefore, the hypothesis Ho1 is not accepted. It shows that students varied in their level of scientific attitude scores. The analysis reveals that only 10% of students fall under the average level of scientific attitude. As a result, it was discovered that Nagaland secondary school pupils exhibit varying degrees of scientific mindset. Table 2. Level of critical thinking scores Score Range Frequency Percentage Level Chi-Square Value 51 & Below 51 01 0.5% Below-average level of critical thinking 123.12* 52-54 129 64.5% Average level of critical thinking 55 and above 70 35% Above average level of critical thinking N 200 100% Source: Survey data, 2024 Table 2 shows the scores in percentages, where 0.5% indicates a below-average level of critical thinking, 64.5% indicates an average level of critical thinking, and 35% indicates an above-average level of critical thinking. The calculated Chi-Square value is 123.12, which is greater than the tabulated value (9.21, 2df at 0.01 level of significance). Hence, the null hypothesis Ho2 is not accepted at a 0.05 level of significance. This indicates that secondary school students in Nagaland exhibit varying levels of critical thinking, with the majority (64.5%) demonstrating an average level of critical thinking. Table 3. T-test results comparing boys and girls on scientific attitude Scientific Attitude & Dimensions Gender N Mean Standard Deviation t-value 1. Critical Thinking Boys 102 15.21 2.755 2.319* Girls 98 16.17 3.139 2. Rationality Boys 102 17.62 2.949 1.972* Girls 98 18.44 2.939 3. Respect for evidence Boys 102 17.14 2.932 0.156@ Girls 98 17.07 3.050 4. Objectivity Boys 102 12.40 2.330 3.524* Girls 98 13.64 2.645 5. Open - Mindedness Boys 102 6.16 1.733 0.137@ Girls 98 6.12 1.818 6. Honesty in reporting Boys 102 17.34 3.020 0.726@ Girls 98 17.05 2.653 Babu et al., Bangladesh Journal of Multidisciplinary Scientific Research 10(3) (2025), 49-56 53 7. Aversion to Superstitions Boys 102 16.69 3.464 0.772@ Girls 98 16.31 3.498 8. Perseverance Boys 102 16.69 3.412 1.502@ Girls 98 17.37 2.975 Scientific Attitude Boys 102 119.24 12.808 1.508@ Girls 98 122.17 14.718 Source: Survey data, 2024 It was found that from Table 3, the dimensions of critical thinking, rationality, and objectivity yielded calculated t-values of 2.319, 1.972, and 3.524, respectively. These values are found to be greater than the tabulated t-value of 1.96 for 1 df and 198 df at a 0.05 level of significance. Therefore, for these dimensions, there is a significant difference between boys and girls in their mean scores of the scientific attitudes of secondary school students in Nagaland. Whereas for the dimensions with respect to evidence, open-mindedness, honesty in reporting, aversion to superstitions, and perseverance, the calculated t-values were found to be .156, .137, .726, .772, 1.502 respectively, which are lesser than the table t-values of 1.96 for 1df and 198df at 0.05 level of significance. Therefore, for these dimensions, there is no significant difference between boys and girls in their mean scores of the scientific attitudes of secondary school students in Nagaland. The overall analysis shows that the calculated t-value is 1.508, which is found to be less than 1.96 for 1 df and 198 df at a 0.05 level of significance. Hence, the hypothesis H0 is accepted at the 0.05 level of significance. Therefore, there is no significant difference between boys and girls in their mean scores of the scientific attitude of secondary school students in Nagaland; however, girls show a slightly higher scientific attitude in their mean score compared to boys. Table 4. T-test results comparing government and private school students on scientific attitude Scientific Attitude & Dimensions Management N Mean Standard Deviation t-value 1. Critical Thinking Government 100 14.74 2.762 4.687* Private 100 16.62 2.909 2. Rationality Government 100 17.51 2.819 2.463* Private 100 18.53 3.033 3. Respect for evidence Government 100 16.38 3.041 3.535* Private 100 17.83 2.753 4. Objectivity Government 100 12.39 2.412 3.522* Private 100 13.63 2.565 5. Open - Mindedness Government 100 5.78 1.673 2.929* Private 100 6.50 1.801 6. Honesty in reporting Government 100 16.59 3.025 3.100* Private 100 17.81 2.517 7. Aversion to Superstitions Government 100 15.93 3.144 2.344* Private 100 17.07 3.710 8. Perseverance Government 100 15.85 2.776 5.512* Private 100 18.19 3.212 Scientific Attitude Government 100 115.17 11.393 6.129* Private 100 126.18 13.890 Source: Survey data, 2024 It was found from Table 4 that the dimensions of scientific attitudes, such as critical thinking, rationality, respect for evidence, objectivity, open-mindedness, honesty in reporting, aversion to superstitions, and perseverance, the calculated t-values were found to be more than the t-value (1.96) for 1df and 198df at 0.05 level of significance. The mean score and standard deviation values for government school students were 115.17 and 11.393, respectively, whereas for private school students, they were found to be 126.18 and 13.890, respectively. Further, the total t-value of scientific attitude was found to be 6.129 with respect to management, which is greater than the critical t-value (1.96) for 1df and 198df at 0.05 level of significance. Hence, hypothesis Ho4 is not accepted at a 0.05 level of significance. This indicates a significant difference in the mean scores of scientific attitudes among government and private secondary school students in Nagaland. Private secondary school students in Nagaland exhibit a more positive scientific attitude than their government secondary school counterparts. Table 5. T-test results comparing boys and girls on critical thinking skills Critical thinking Gender N Mean Standard Deviation t-value 1. Poor Boys 102 5.39 1.991 1.182@ Girls 98 5.74 2.226 2. Average Boys 102 16.42 .959 2.885* Girls 98 16.99 1.732 3. Good Boys 102 32.05 .355 .585@ Girls 98 32.09 .644 Critical Thinking Skills Boys 102 53.86 2.874 1.951@ Girls 98 54.83 4.036 Source: Survey data, 2024 Table 5 shows that the calculated t- t-value of critical thinking skills is lower than the tabulated t- t-value (1.96) for 1df and 198df at 0.05 level of significance. Hence, the hypothesis Ho5 is accepted. Therefore, there is no significant Babu et al., Bangladesh Journal of Multidisciplinary Scientific Research 10(3) (2025), 49-56 54 difference in mean scores of critical thinking skills of secondary school students in Nagaland with respect to gender. Table 6. T-test results comparing government and private school students on critical thinking skills Critical thinking Management N Mean Standard Deviation t-value Poor Government 100 5.04 1.626 3.622* Private 100 6.09 2.400 Average Government 100 16.20 .636 5.318* Private 100 17.20 1.770 Good Government 100 32.01 .100 1.651@ Private 100 32.13 .720 Critical Thinking Skills Government 100 53.25 2.105 4.577* Private 100 55.42 4.248 Source: Survey data, 2024 Table 6 shows that the calculated t- t-value of critical thinking skills is greater than the table t- t-value (1.96) for 1df and 198df at 0.05 level of significance. Hence, the hypothesis Ho6 is not accepted. Therefore, there is a significant difference in mean scores of critical thinking skills of secondary school students in Nagaland with respect to management. Table 7. Correlation between Scientific Attitude and Critical thinking skills Scientific Attitude Critical Thinking Skills Scientific Attitude Pearson Correlation 1 .428** Sig. (2-tailed) .000 N 200 200 Critical Thinking Skills Pearson Correlation .428** 1 Sig. (2-tailed) .000 N 200 200 Source: Survey data, 2024 Analysis of Table 7 shows that the mean scores for scientific attitude and critical thinking skills are 120.68 and 54.34, whereas the standard deviation was found to be 13.821 and 3.516, respectively. The correlation between scientific attitude and critical thinking skills is 0.428. The correlation coefficient is significant at a 0.01 level of significance. Hence, the hypothesis Ho7 is not accepted. It is a weak but positive correlation. It was found that a positive and significant correlation exists between the two variables. Therefore, a significant correlation exists between scientific attitude scores and critical thinking skills scores among secondary school students in Nagaland. DISCUSSIONS Overall findings of the study: 45% scored below average level of scientific attitude, 10% scored average level of scientific attitude, and 45% scored above average level of scientific attitude. Secondary school students in Nagaland exhibit varying levels of scientific attitude. 0.5% show an average level of critical thinking, 64.5% show an average level of critical thinking, and 35% show an average level of critical thinking. Secondary school students in Nagaland exhibit average levels of critical thinking skills, with varying levels of critical thinking. It has been found that private secondary school students in Nagaland have a better scientific attitude than their government secondary school counterparts. It was found that the mean score for boys in critical thinking skills was 53.86, while the mean score for girls in critical thinking skills was 54.83. When these mean scores are compared, it is found that girls showed slightly higher critical thinking than boys of secondary school students in Nagaland. It was found that the mean score of government secondary school students was 53.25, while the mean score of private secondary school students was 55.42. When these mean scores are compared, it is found that private secondary school students have higher scientific attitudes than government secondary school students in Nagaland. The correlation between scientific attitude and critical thinking skills is 0.428. The coefficient of correlation is significant at 0.01 level. It is a weak but positive correlation. The two variables were found to have positive and significant correlations. A scientific attitude is essential as it increases environmental awareness (Hassan & Ratnakar, 2012). A positive relationship exists between scientific attitude and attitude toward Science (Olasehinde & Olatoye, 2014). Misra and Srivastava (2016) found that scientific interest is positively related to both scientific attitudes in intent and action among students. Sherafat (2016) states that Private school students exhibit higher critical thinking levels and study habits than their government school counterparts. In the context of the study conducted on scientific attitude and critical thinking skills in secondary school students: The impact of gender and management, Ahuja (2017) and Khan et al. (2022) found that there exists a gender difference in the scientific attitude which is contradicting the finding that there is no significant difference between boys and girls in their mean scores of the scientific attitude of secondary school students in Nagaland whereas supporting results were found in the studies of Yadav and Singh (2017). Mittal's (2017) and Tous and Haghighi's (2016) findings supported the results that there is no significant difference in mean scores of critical thinking skills of secondary school students in Nagaland with respect to gender. The correlation between scientific attitude and critical thinking skills is 0.428. The coefficient of correlation is significant at the 0.01 level, indicating that developing a scientific attitude can enhance critical thinking skills. Ramya (2019) found that a positive and high correlation exists between the scientific attitude, critical thinking, and social skills of secondary school students, and the results supported this finding. As far as management is concerned, private secondary school students tend to have a higher scientific attitude than their government secondary school counterparts, which is attributed to better infrastructure, well-trained and quality Babu et al., Bangladesh Journal of Multidisciplinary Scientific Research 10(3) (2025), 49-56 55 teachers, and parental support. However, some components are lacking in government schools, resulting in significant differences in scientific attitude. Secondary school students in Nagaland demonstrated an average level of critical thinking, with 64.5% falling into this category. Hence, the examination pattern should include questions that enable learners to analyze the material critically rather than relying on rote memorization. Private secondary school students tend to excel in comprehension and language skills, which enables them to analyze situations more effectively than their government secondary school counterparts. However, many students in government schools are not provided with the basic needs, support, and exposure that students in private schools receive. Many students in government schools lack reading and writing skills, which are essential for developing critical thinking. Hence, to improve and develop critical thinking, we need to enhance our language and comprehension skills. CONCLUSIONS The study aimed to measure the level of scientific attitude and critical thinking skills among secondary school students and to identify any significant differences in their scientific attitude and critical thinking skills based on gender and management. The current study has some educational implications for the development of scientific attitudes and critical thinking among secondary school students. The current study should serve as a path to rethink our approaches to functioning in science education at the state level and identify the dimensions that are lacking in learners. How to develop the scientific attitude and critical thinking skills as in line with National Education Policy -2020 (Ministry of Education, 2020). Through this study, light is shed on the system and practices of science education, where it is failing to serve the extreme below-average level, and why a vast imbalance in the scientific attitude exists. Girls were observed to perform better than boys in terms of scientific attitude among secondary school students in Nagaland. This is also due to equal support and opportunity given to the girl child in Nagaland for pursuing studies. Some topics for additional research are recommended based on the results of the current study and the issues that were overlooked. The current study is restricted to class IX secondary school students enrolled in the NBSE Board programs. Comparable research can also consider other boards that may be conducted at the elementary or upper-secondary level. The variables of management and gender were the only ones included in the study. Additional factors, such as socioeconomic level, location, and parents' educational backgrounds, may also be taken into consideration. A bigger sample size and instructors from primary, secondary, and higher education levels might be the subjects of the study. Additionally, research can be conducted to investigate the relationship between scientific achievement, scientific mindset, and critical thinking. Every citizen must possess a scientific mindset and critical thinking abilities to preserve peace and harmony. To lead a balanced life, one must cultivate a scientific mindset and continually progress toward national unity and integration. Critical thinking abilities are essential for arriving at reasonable solutions to issues that will inevitably arise, whether they are personal or at the national or international level. It is necessary to eliminate superstitious beliefs and practices that have been passed down and to use reasonable analysis to reach any reasonable conclusion for the advancement of individuals, society, and the economy. Therefore, in order to cultivate a scientific attitude in students, we must create an engaging science curriculum. This includes more hands-on activities, project-based learning, classroom discussions, model exhibitions, science fairs, science museums, and field trips. All of these should be given equal weight in the curriculum, where students' engagement with the teaching and learning process will foster a scientific attitude. To encourage pupils to think, analyze, and draw logical conclusions, class activities should allow for debates and brainstorming on challenging subjects. Instead of relying solely on rote memory, evaluations, and tests should incorporate application-based questions that require students to apply their knowledge and experience to arrive at rational answers. The research was conducted explicitly on secondary schools in Nagaland and does not establish broader applicability across different districts or geographic areas. This research was limited to government and private high schools under the National Board of Secondary Education (NBSE). Furthermore, research can be conducted to investigate the correlation between achievements in Science, critical thinking, and a scientific attitude. Author Contributions: Conceptualization, M.R.N.B. and A.; Methodology, M.R.N.B. and A.; Software, M.R.N.B; Validation, M.R.N.B., A. and S.P.; Formal Analysis, M.R.N.B. and A.; Investigation, A.; Resources, A.L.; Data Curation, A.; Writing – Original Draft Preparation, M.R.N.B. and A.L.; Writing – Review & Editing, M.R.N.B., A.L. and S.P.; Visualization, M.R.N.B. and S.P.; Supervision, M.R.N.B. and S.P.; Project Administration, A.; Funding Acquisition, M.R.N.B., A., A.L. and S.P. Authors have read and agreed to the published version of the manuscript. Institutional Review Board Statement: Ethical review and approval were waived for this study, due to that the research does not deal with vulnerable groups or sensitive issues. Funding: The authors received no direct funding for this research. 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