Contribution of problem-based learning in Critical Thinking

Abstract

The study explores the effect of problem-based learning (PBL) on the critical thinking competence of college students in a completion training cycle. This corresponds to a mixed approach investigation that uses a quasi-experimental design with a control group and an experimental group, with evaluation before and after a 16-week intervention. The sample used were 24 students distributed in 2 groups of students. The data collection was carried out through three instruments: Individual Generic Competencies Questionnaire for critical thinking validated by Olivares et al., (2017), Ennis-Weir test (1985) and an assessment of the impact of PBL. The results showed that after a intervention with PBL, a significant difference in score was obtained in favor of the experimental group, reflected only in one of the instruments used. PBL achieves improvements in critical thinking. It is a suitable method for training higher cognitive skills.