Developing Higher-Order Thinking Skills of Learners through Project-Based Learning
Keywords:
Higher-order thinking skills, project-based learningฃ, LearnersAbstract
This research study to (1) examine the development of students’ analytical thinking, synthesis, and problem-solving skills, and (2) compare students’ higher-order thinking skills before and after the implementation of project-based learning (PBL). The sample group consisted of 40 upper secondary students selected through purposive sampling. The research instruments included eight project-based learning lesson plans and a higher-order thinking skills assessment validated by three experts with a reliability coefficient of .87. Data were collected over an eight-week period using pre-test and post-test procedures. Descriptive statistics, including mean and standard deviation, were used to summarize the data, and a paired t-test was employed to examine the differences between pre-test and post-test scores.
The findings indicated that students demonstrated continuous improvement in analytical thinking, synthesis, and problem-solving throughout the learning process. Furthermore, post-test scores of higherorder thinking skills were significantly higher than pre-test scores at the 0.05 level, indicating that PBL is effective in enhancing students’ higher-order thinking skills.
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