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Problem-Based Learning: A Strategic Intervention in Enhancing Critical and Analytical Thinking Skills of Middle School Students in Mathematics

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  • Emerlyn C. Abrenica

    (Manor Independent School District, United States of America)

Abstract

This study investigates the effectiveness of Problem-Based Learning (PBL) as a strategic intervention to enhance the critical and analytical thinking skills of middle school students in mathematics. Utilizing a quasi-experimental pretest–posttest control group design, 60 seventh-grade students from a public middle school were assigned to either an experimental group receiving eight weeks of PBL instruction or a control group taught through conventional lecture-based methods. Critical and analytical thinking skills were measured using a researcher-developed standardized test, and data were analyzed with paired and independent sample t-tests, alongside effect size calculations. Results indicated that the experimental group demonstrated statistically significant improvements in both critical and analytical thinking, with very large effect sizes, while the control group showed no meaningful gains. Findings underscore the value of PBL in promoting higher-order cognitive skills in middle school mathematics, suggesting its potential as a pedagogical strategy for fostering problem-solving, logical reasoning, and collaborative learning in authentic contexts.

Suggested Citation

  • Emerlyn C. Abrenica, 2025. "Problem-Based Learning: A Strategic Intervention in Enhancing Critical and Analytical Thinking Skills of Middle School Students in Mathematics," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(9), pages 575-580, September.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-9:p:575-580
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