Abstract
This empirical study investigates the impact of project-based learning (PBL) on critical thinking skills among secondary school students through a quasi-experimental design involving 320 participants (160 in the PBL group and 160 in the traditional instruction group) from diverse educational settings, utilizing pre- and post-test assessments of critical thinking abilities measured through the Watson-Glaser Critical Thinking Appraisal, where statistical analyses, including paired t-tests and ANCOVA, revealed that students exposed to PBL demonstrated significantly higher gains in critical thinking skills (p < 0.05) compared to their peers in conventional learning environments, with qualitative data from student reflections and teacher interviews supporting these findings by highlighting enhanced problem-solving abilities, improved reasoning skills, increased engagement, and a greater ability to analyze complex issues, thereby suggesting that PBL serves as an effective pedagogical strategy for fostering critical thinking in secondary education while also emphasizing the importance of collaborative learning, real-world problem-solving, and self-directed inquiry as essential components in developing higher-order cognitive skills necessary for academic success and lifelong learning.
Keywords
Project-Based Learning (PBL), Critical Thinking Skills, Secondary Education, Quasi-Experimental Design, Student Engagement, Higher-Order Cognitive Skills
Citations
IRE Journals:
Shaila Sheelavant "The Impact of Project-Based Learning on Critical Thinking Skills in Secondary Education" Iconic Research And Engineering Journals Volume 2 Issue 3 2018 Page 83-91
IEEE:
Shaila Sheelavant
"The Impact of Project-Based Learning on Critical Thinking Skills in Secondary Education" Iconic Research And Engineering Journals, 2(3)
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