Impact of Problem based Learning on Critical Thinking of students in the subject of Science at Elementary Level

Authors

  • Fayyaz Ahmad M.Phil Scholar, NCBA & E Sub Campus Multan Author
  • Dr. Muhammad Aqeel Raza Associate Professor, NCBA & E Sub Campus Multan Author
  • Najam Abbas M.Phil Scholar, NCBA & E Sub Campus Multan Author
  • Asif Ali Business School, Zhengzhou university, China Author

DOI:

https://doi.org/10.59075/ec4t4y55

Keywords:

Problem based learning, Critical thinking, Science, Elementary level

Abstract

This study was designed to assess the impact of problem based learning on students’ critical thinking in science at elementary level. Major objectives of the study were to examine critical thinking’s of the students, to practice problem based learning through activities, and to evaluate critical thinking of the students after problem based activities. The study population was encompassed all students of 8th grade (20172) within District Muzaffar Garh. Sample consisted of total 50 students from within the same district. Twenty five students out of 40 were selected from Government Boys Elementary School Arshad Abad by using simple random technique as experimental group. Twenty five students out of 27 were selected from Government Boys Elementary Khara by using simple random technique as control group. The designs of study were pretest-posttest and Quasi experimental in nature. Problem based learning treatment pattern was applied. During 16-week treatment duration, the experimental group and the control group were treated with problem-based learning and taught through traditional lecture-based methods respectively. Data was collected from the control and experiment groups before and after four month problem-based learning through pre-test and posttest. After data collection, analysis of the data collected done through descriptive statistics by using mean, median, mode and standard deviation (SD) and inferential statistics by using t-test. Paired sample t-test was applied to measure   significance difference value between the means of experimental and control group. T-test value is greater between experimental group and control groups in pretest than the significance value that shows there is significance statistical difference between experimental group and control group performances in pretest. Performance of experimental group is better. Value of T-test is greater between experimental and control groups in posttest than the significance value  shows there is significance statistical difference in experimental and control groups performances in posttest. Experimental group performance is better. The experimental group performed better as compared to performance of control group in both pretest and posttest. But the difference in means of pretest of experimental and control group is very small than difference in means of posttest of experimental group and control groups. It depicts through problem based learning students’ critical thinking is highly improved.

Published

2025-01-14

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