The Effectiveness of Project-Based Learning in Developing Critical Thinking Skills among High School Students

Abstract

This study investigates the effectiveness of Project-Based Learning (PBL) in developing critical thinking skills among high school students, examining diverse contexts in the United States, Canada, Europe, and African countries. The research explores the theoretical underpinnings of critical thinking, emphasizing its importance in modern education systems. PBL, characterized by student-centered learning and real-world problem-solving, aligns with social constructivism, particularly Lev Vygotsky's Zone of Proximal Development. The literature review encompasses studies from different regions, highlighting PBL's positive impact on critical thinking skills. Notable examples include Smith and Jones's research in the USA, Brown and White's study in Canada, Schmidt and Müller's cross-national exploration in Europe, and Okeke's investigation in Nigeria. PBL's emphasis on inquiry-driven learning, problem-solving, collaboration, and authentic assessment correlates with critical thinking principles. The study addresses a significant problem revealed by the National Assessment of Educational Progress, indicating a gap in critical thinking proficiency among high school students in the United States. Despite the growing interest in PBL, research gaps exist, particularly regarding its impact on critical thinking in high school contexts. The study aims to fill these gaps by exploring specific elements and strategies within the PBL framework that contribute to critical thinking enhancement. The beneficiaries include educators, curriculum designers, policymakers, and, primarily, high school students. The literature review outlines the social constructivism theory, empirical findings, and identifies knowledge gaps, leading to the study's research design and objectives. Findings from existing studies consistently affirm PBL's positive impact on critical thinking, emphasizing its potential to enhance problem-solving, analytical reasoning, and real-world application of knowledge. The study concludes by underlining the crucial role of teacher facilitation in optimizing PBL benefits and calls for continued research into PBL dynamics, cultural contexts, and long-term outcomes. Contributions to theory include support for social constructivism, while practical implications involve evidence-based strategies for educators. Policy considerations advocate for integrating PBL into high school curricula. Beyond education, the study contributes to societal goals of producing analytically adept individuals, enhancing workforce preparedness, and global competitiveness in the 21st century.