THE EFFECT OF PROJECT-BASED LEARNING ON STUDENTS' CRITICAL THINKING IN SECONDARY SCHOOLS IN AWKA SOUTH LOCAL GOVERNMENT AREA, ANAMBRA STATE.
DOI:
https://doi.org/10.66811/eijrihs.vol1.no4.69Keywords:
Project-Based Learning, Critical Thinking, Secondary Education, Instructional StrategyAbstract
This study investigated the effect of project-based learning (PBL) on the development of critical thinking skills among senior secondary school students in Awka South Local Government Area, Anambra State. The research design of the study was a descriptive survey. The sampling technique involved a multi-stage procedure. The sample comprised teachers drawn from public secondary schools in the study area. The instrument used was a structured questionnaire, the Project-Based Learning and Critical Thinking Questionnaire (PBLCTQ), validated by experts in Measurement and Evaluation and Curriculum Studies. The instrument was subjected to a pilot test using Cronbach’s alpha to establish its reliability. The criterion mean of 2.50 was used to analyze the data collected using mean and standard deviation. The results revealed that project-based learning is utilized to a moderate extent in the schools studied and that teachers perceive it as exerting a positive influence on students' critical thinking, particularly in argumentation and evidence-based reasoning. The main barriers to the effective implementation of PBL were Large class sizes, insufficient time, inadequate instructional materials and inadequate training of teachers. It was recommended among others that education authorities should organize regular in-service training for teachers on the design and facilitation of project-based learning in order to enable students to develop critical thinking skills.
Downloads
References
Abdullahi, M., Sadiq, A., & Lawal, A. (2023). Managing policy implementation in Nigerian secondary schools: Resource mobilisation and principals' capacity. International Journal of Policy and Administration Research, 9(6), 1–15.
Adeyemi, A. (2023). Integrating 21st century skills into Nigerian curriculum: Teachers' perspectives. Educational Reform Journal, 5(1), 67–80.
Adu-Gyamfi, K., & Gyamfi, A. (2021). Promoting critical thinking skills in Ghanaian secondary schools: Challenges and opportunities. African Journal of Teacher Education, 10(1), 74–86.
Aprillia, E., Nurhayati, C., & Pandiangan, A. P. B. (2022). The effect of using project-based learning on improving the critical thinking among upper basic students from teachers' perspectives. Pegem Journal of Education and Instruction, 11(2), 52–57.
Berhanu, A., & Tilahun, B. (2021). Enhancing critical thinking skills among secondary school students in Ethiopia: Curriculum development and teacher training perspectives. African Educational Research Journal, 9(1), 1–10.
Biazus, M. de O., & Mahtari, S. (2022). The impact of project-based learning (PjBL) model on secondary students' creative thinking skills. International Journal of Essential Competencies in Education, 1(1), 38–48. https://doi.org/10.36312/ijece.v1i1.752
Botella, A. M., & Ramos, P. R. (2022). Teaching dilemmas and student motivation in project-based learning in secondary education. Interdisciplinary Journal of Problem-Based Learning, 16(1), 1–12.
Chu, S. K. W., Reynolds, R. B., Tavares, N. J., Notari, M., & Lee, C. W. Y. (2021). 21st century skills development through inquiry-based learning: From theory to practice. Springer.
Cortazar, C., Nussbaum, M., Harcha, J., Alvares, D., López, F., Goñi, J., & Cabezas, V. (2021). Promoting critical thinking through collaborative project-based learning. International Journal of Computer-Supported Collaborative Learning, 16, 411–436.
Emennu, P., & Yiiloo, S. (2022). Availability of instructional materials in teaching basic technology in secondary schools in Khana Local Government Area, Rivers State. Journal of Contemporary Science and Engineering Technology, 1(1), 1–12.
Enemuo, C. J., & Muogbo, U. F. (2023). Extent of awareness and adoption of Zoom technology in teaching and learning among lecturers in colleges of education, Anambra State. International Journal of Education Research and Scientific Development, 2(2), 12.
Garcia, S., Nguyen, M., & Wang, H. (2022). Impact of project-based learning on critical thinking skills among high school students from diverse socioeconomic backgrounds: A mixed-methods study. Journal of Educational Equity and Inclusion, 33(2), 267–284.
Hussein, M. H. (2021). Collaborative learning and critical thinking: The role of dialogue in secondary classrooms. Journal of Educational Research and Practice, 11(2), 210–225.
Kong, S.-C., Cheung, M.-Y. W., & Tsang, O. (2024). Developing an artificial intelligence literacy framework: Evaluation of a literacy course for senior secondary students using a project-based learning approach. Computers & Education: Artificial Intelligence, 6, Article 100214. https://doi.org/10.1016/j.caeai.2024.100214
Mahtari, S. (2022). Implementation of project-based learning method to enhance critical thinking skills of secondary school students. Mauve Journal De Leardu, 3(1), 1–14.
Ndidi, E. N. (2023). Capacity building and instructional effectiveness in public secondary schools in Anambra State. International Journal of Academic Research in Education, 9(6), 1–15.
Saad, A., & Zainudin, S. (2022). Review of project-based learning and computational thinking in teaching and learning. Learning and Motivation, 78, 101802.
Saimon, M., Lavicza, Z., & Dana-Picard, T. (2023). Enhancing the 4Cs among college students through a project-based learning model. Education and Information Technologies, 28, 6269–6285.
Schaller, K., Odom, S., & Petit, R. (2023). Feedback and critical reflection in project-based secondary classrooms. Instructional Science, 51(4), 501–520.
Taconis, R., & Bekker, T. (2023). Constructivist foundations of project-based learning and the development of academic identity in secondary education. Journal of Curriculum Studies, 55(3), 289–307.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Adindu Cyprian Ikenna (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
