Impact of problem-based learning on critical thinking: An exploration with middle school students

Critical thinking is a fundamental skill in 21st-century education, enabling students to analyze information, evaluate evidence, and make informed decisions. Traditional teaching methods often fail to effectively foster critical thinking. Problem-Based Learning (PBL) has been identified as a promising pedagogical approach for enhancing students' critical thinking by engaging them in real-world problem-solving activities. However, empirical research on its effectiveness in middle school students remains limited. This study examined the impact of PBL on the development of critical thinking skills among middle school students. Specifically, it investigates (1) how PBL influences critical thinking, (2) the differences in critical thinking skills between PBL and traditional instruction, and (3) the validity of the Watson-Glaser Critical Thinking Appraisal (WGCTA) in assessing middle school students in a PBL context. A quasi-experimental study was conducted with 240 ninth-grade students divided into experimental (PBL-based) and control (traditional instruction) groups. Critical thinking skills, including inference, assumption recognition, deduction, interpretation, and argument evaluation, were measured using WGCTA. The data analysis involved Confirmatory Factor Analysis (CFA), Pearson correlation, and radar chart visualization. Students in the PBL group significantly outperformed those in the control group on all critical thinking dimensions. The most significant gains were observed in the inference, deduction, and evaluation of arguments. The CFA results confirmed the reliability and validity of the WGCTA for middle school students (CFI = 0.994, RMSEA = 0.020). This study highlights PBL as an effective method for enhancing critical thinking among middle school students. These findings support the integration of structured PBL strategies into curriculum design to improve students' analytical and problem-solving skills.