Project-based learning and its influence on critical thinking in basic education students
DOI:
https://doi.org/10.5281/zenodo.14680171Keywords:
PBL, critical thinking, secondary educationAbstract
The general objective of this study was to determine the influence of Project Based Learning (PBL) on the critical thinking of high school students in an educational institution, assessing not only its effectiveness in the context addressed, but also its potential as a frame of reference for future studies on the subject. The research was conducted under an applied design, with a quantitative approach and a quasi-experimental scheme. The study population consisted of 60 students, 30 corresponding to the experimental group and 30 to the control group. The results of the pretest evaluation showed no differences between the two groups; however, the posttest showed a significant difference in the level of student response, leaving 86.7% of the control group at a low level and 83.3% of the students in the experimental group at a high level of assessment. Likewise, statistically, the research hypothesis was accepted, considering a mean difference of more than 40 points, as well as a U = 32.500; Z = -6.194; Sig. = 0.001, which allowed accepting the researcher's hypothesis, indicating that the application of PBL activities significantly influences students' critical thinking.
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