Abstract. Knowledge and critical thinking (CT) play vital roles and serve as foundational pillars for effective learning and intellectual development. This study aimed to identify the relationship between students’ knowledge of the Most Essential Learning Competencies (MELCs) in English 7 and their CT skills. The descriptive-correlational approach was used, and survey questionnaires were utilized as the main data collection tool. Using the systematic sampling technique, 145 students from two secondary schools in Zamboanguita District 2 were selected as the respondents for this study. The results showed that the students’ level of knowledge of the MELCs is predominantly categorized as “outstanding.” The data also reflects that the students generally perceive a “somewhat high” extent of CT skills in the following areas: analyzing relevance, evaluating sources, and using evidence to formulate an argument. Additionally, a significant and strong correlation is evident between the level of knowledge of the MELCs and the previously mentioned constructs of CT skills. In conclusion, students’ knowledge of the MELCs significantly influences their perception of the MELCs' importance in enhancing their CT skills. When students have a thorough grasp of a particular competency, they are more inclined to utilize it in their critical thinking processes. Hence, it is recommended to consider alternative research methods, such as longitudinal studies, to track students’ development of CT skills over time, as they gain deeper knowledge of the MELCs. Furthermore, employing qualitative research approaches to delve deeper into the connections between knowledge of the MELCs and CT skills could be beneficial.

Keywords: Level of knowledge; CT skills; Critical thinking skills; MELCs; English 7; Academic achievement; Descriptive correlational