Exploring the Effectiveness of Problem-Based Learning as a Constructivist Approach in Enhancing Critical Thinking Skills in High School Classes

Abstract

This study investigates the effectiveness of Problem-Based Learning (PBL) as a constructivist approach in enhancing critical thinking skills among high school students in the United States. Employing a mixed-methods research design, the study compares traditional teaching methods with PBL in terms of their impact on students’ critical thinking abilities. Quantitative data analysis, including paired t-tests and ANOVA, reveals a significant improvement in critical thinking scores among students in the PBL group compared to the control group. Qualitative findings, derived from semi-structured interviews, highlight increased engagement, a deeper understanding of subject matter, and the development of critical thinking skills as key outcomes of PBL. The study identifies challenges and successes encountered during the implementation of PBL and discusses the implications for education. By adopting PBL, educators can create more engaging and intellectually stimulating learning environments that cultivate essential 21st-century skills.