Project-Based Learning and Critical Thinking Development: A Mixed-Methods Analysis in Undergraduate Education

Authors

  • Naramethi Nananukul Sirindhorn International Institute of Technology, Thammasat University, Thailand Author
  • Muhammad Nafi Annury English Education Department Universitas Islam Negeri Walisongo, Semarang, Indonesia Author
  • Trinh Minh Hoangh Hanoi University of Science and Technology, Hanoi, Viet Nam Author
  • Nupap Soontarin School of Information Technology, Chiang Rai, Thailand Author

DOI:

https://doi.org/10.61667/qr0cyd82

Keywords:

Project-Based Learning (PBL) , Critical Thinking Development , Undergraduate Education , Mixed-Methods Research , Cognitive Skill Enhancement

Abstract

This mixed-methods study examines the relationship between Project-Based Learning (PBL) and critical thinking development in undergraduate education. A total of 168 students from three universities participated in the research, which employed a mixed-methods design involving pre-post assessments, project artifact analysis, interviews, and focus group discussions across STEM, social sciences, and humanities disciplines. The results indicate statistically significant improvements in critical thinking scores, with mean scores increasing from 68.4 to 74.9 (t(167) = 8.42, p < .001, Cohen's d = 0.54). Notably, humanities students demonstrated the most substantial gains (M = 8.2 points), while analysis and evaluation subscales showed the most significant enhancements. The findings provide compelling evidence that PBL represents a sophisticated pedagogical approach for developing critical thinking skills, facilitating a dynamic, contextual process of cognitive expansion that transcends traditional disciplinary boundaries

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Published

2024-11-27

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Vol. 2 No. 3 (2024): Vol. 2 No. 1 (2024): Vol. 2 No. 2 (2024): November 2024, Pages 01-77

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