Effects of Problem-Based Learning on Learners’ Acquisition of Core Critical Thinking Skills of Analyzing In Secondary School Physics

Abstract

Progressive research recognizes the importance of teaching thinking skills through appropriate methodology as key to developing learners‟ problem solving ability. This study investigated the effects of Problem–Based Learning (PBL) instruction on learners‟ acquisition of core critical thinking skills (CT) of analyzing in secondary school physics in Nakuru, Kenya. Solomon Four non-equivalent Control Group design was used. A sample of 139 students from four schools obtained through stratified random sampling was used in the study. Independent variables for the study were PBL mode of instruction and the conventional teaching methods, while dependent variablewas learners‟ core critical thinking skill of analyzing in physics. The instrument for data collection was the Core Critical Thinking Skills Physics Achievement Test (CCTSPAT).Data collected was analyzed using both descriptive and inferential statistics. Differences between means of the four groups were analyzed using t-test and ANOVA.Tests on hypothesis was done at α=0.05level of significance. The study established that there was no statistically significant difference in achievement of core critical thinking skills of analyzing between students taught using PBLand those taught using conventionalmethods.The results of the study could benefit teachers by providing insight, knowledge and need for fundamental preparation skills and practices on effective implementation of PBL to enhance development of analyzing skills in learners.