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The Impact of Project-Based Learning on Developing Critical Thinking and

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 Research Output Journal of Education 3(3):51-56, 2024

ROJE Publications PRINT ISSN: 1115-6139

https://rojournals.org/roj-education/ ONLINE ISSN: 1115-9324

Page | 51

The Impact of Project-Based Learning on Developing

Critical Thinking and Problem-Solving Skills
Wambui David Adeline

Faculty of Education Kampala International University Uganda

ABSTRACT
This essay explores the impact of Project-Based Learning (PBL) on the development of critical thinking
and problem-solving skills among students. PBL is recognized as an effective instructional approach that
fosters student engagement by simulating real-world scenarios, encouraging self-directed learning, and
enhancing communication skills. The essay provides an overview of PBL, its principles, and how it
motivates learners by integrating various disciplines and promoting a collaborative learning
environment. Through the analysis of empirical studies, the essay demonstrates that PBL effectively
cultivates critical thinking and problem-solving abilities by allowing students to apply theoretical
knowledge to practical challenges. The essay concludes by emphasizing the importance of implementing
PBL in educational settings to prepare students for the complexities of the 21st-century workforce.
Keywords: Project-Based Learning (PBL), Critical Thinking, Problem-Solving Skills, Educational
Strategies, 21st Century Skills.

INTRODUCTION
This essay will be addressing the impact of project-based learning (PBL) on developing critical thinking
and problem-solving skills in students. We will first define PBL and highlight how it aligns as a mature
which is a more effective instructional method that is widely recognized to help with shaping the minds of
students and future workforce. It stimulates confidence and self-learning as well as communication skills
among students. In addition, PBL allows students to envisage the outcome of what they could possibly
face in reality by developing their problem-solving and critical thinking skill sets. Students are
encouraged and challenged, implementing discipline knowledge in order to brainstorm ideas capable of
solving challenging engineering problems [1]. PBL is focused around project-based learning so we will
set the scene by looking into project-based learning, its definition and how it can contribute to a
motivating environment. Project-based learning is "a system of instruction that enables students to gain
knowledge and skills by working for an extended period of time to investigate and respond to a real-
world, engaging, and complex question, problem, or challenge". In one simple sentence, from such a long
definition, we can uncover the goal sought from project-based learning which will answer the question as
to why it is contributing to creating a more motivating learning environment. PBL empowers the
students by developing an appreciation of ideas, skills, attitudes, work habits, and processes valued by the
practitioners. Additionally, the students acquire an understanding and belief that "they can also use these
abilities to solve problems using sound practices, traditional methods, and new approaches" [2].
BACKGROUND AND RATIONALE
Educational scholars and practitioners are continually seeking an innovative and constructive learning
process that could foster their students' intellectual, personal, and social development by considering their
critical thinking and problem-solving skills. A variety of teaching approaches and methods such as
cooperative learning, integrated teaching approach, problem-based learning, project-based learning, and
technology-based instruction have been suggested as possible ways to promote the redefined learning
goals in the 21st century. Among these, project-based learning and its potential effect on learners'

This is an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and
reproduction in any medium, provided the original work is properly cited.
development of critical thinking and problem-solving skills have received great attention as confirmed by
the number of longitudinal and qualitative studies on the matter [3].
In a recent policy report, the UK-based Partnership for 21st Century Skills has highlighted the
importance of project-based learning as part of a cultivation effort in preparing a ready citizen and
workforce for the digital age. Given the voluminous project-based learning literature, a number of
analyses have argued that project-based learning engages students in a lifelong development process for
their 21st century skills. The researchers' claims are grounded in statements that project-based learning, Page | 52
when adopted in the classroom, combines realistic practices with problem identification, investigation,
decision-making, and social collaboration. They also emphasize that, in project-based educational settings,
the learners are involved in self-assessment, which drastically improves their self-reflection capacity. As a
result, in project-based working environments, learners develop essential problem-solving and higher-
order thinking skills, including creative thinking, risk-taking, communication, cooperative learning,
leadership, flexibility, time management, and problem identification and resolution [4].
UNDERSTANDING PROJECT-BASED LEARNING
Project-based learning (PBL) is a valuable and successful teaching strategy that has been running in
educational institutes for many years. PBL can be understood as an approach that is designed by using the
5E method (Engagement, Exploration, Explanation, Elaboration, and Evaluation). It is believed that
problem-based learning can be used to improve student quality across cognitive, psychomotor, and
affective areas. It is largely understood as a teaching method that provides flexibility for students to
explore their individual potentials. According to the literature and statement of education experts, PBL
can be summarized as a teaching strategy that aids students to face real-life situations more flexibly and
more wisely. A growing number of learning studies have analyzed the benefits of Project Based Learning
(PBL) from the perspective of skill development (critical thinking and problem-solving) [5]. There is a
great need to improve cognitive skills and develop meaningful applications in scientific fields with great
practical community values. Conceptually, PBL reinforces students' critical thinking and reasoning
through the exploration of topic-related scenarios. The teacher designs the projects or activities for the
students, who will be responsible for their completion. From the literature review and analysis of the
diverse theoretical promotion results, the study in this paper chose to investigate the development of skill
components in terms of progress, acquisition, and improvements made by studying degree variables
during the recommended practice. The AGDE methodology and survey instruments were used in this
study to examine the study’s hypotheses [6].
DEFINITION AND PRINCIPLES
Project-based learning (PBL), also known as project-based instruction, focuses on the development of
learning activities that integrate different disciplines. Wiggins nominated, "assigning projects is not the
same as an approach to teaching and learning" (p. 128). PBL incorporates the fundamental principles of
teaching and learning which use content and competencies texts as equal partners and integrate the
objectives in a problem-centered context. To strengthen this definition, we implemented a course of
teaching and learning for the teacher who felt that beginners would benefit from the continuation of the
previously defined PBL definition. Based on their feedback, we removed the course of teaching and
learning, "an at the beginning" so the definition could work for this course [7]. The several features
associated with PBL will be closely examined. These will test the association between effective PBL and
the development of critical thinking and problem-solving abilities in the learner [8].
CRITICAL THINKING AND PROBLEM-SOLVING SKILLS
Critical thinking and problem-solving skills are mental processes that encourage students to use those
abilities. They aid in the classification of ideas and activities for self-directed learning, clear reasoning of
an idea, putting things together and seeing relationships, determining the importance of what has been
studied, and evaluating the effect of what has been evaluated or proposed. The world is overwhelmed with
unique elements that must be resolved, resulting in a need for professionals with problem-solving skills.
Critical thinking and problem-solving abilities are lessons essential for this century and for the global
economy based entirely on information. The development of critical thinking skills by the youth is a
significant goal in global education policy [9]. The significance of critical thinking and problem-solving
skills is also growing in higher education. A pedagogy that encourages learners to develop these abilities
has become necessary. According to current knowledge, the usage of critical thinking lessons in school is
advantageous not just in the practice of developing moral beings, but it also aids adults in resolving
authentic challenges. In school, the application of the project-based learning strategy develops various
high-order thinking abilities, such as problem-solving and critical thinking. Instantly, problem-based
learning has improved in terms of students' critical thinking development and problem-solving abilities.

This is an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and
reproduction in any medium, provided the original work is properly cited.
When learners have the opportunity to use what they have learned in theory to solve an authentic
challenge, the project-based learning strategy becomes effective [10].
IMPORTANCE IN EDUCATION
The importance of critical thinking and problem-solving is significant for students in their future career.
According to a survey done by the National Association of Colleges and Employers, the greatest gap in
workplace skills is in critical thinking and applying knowledge in real-world settings. Professionals in
every industry must be able to solve problems and make decisions with a variety of stakeholders while Page | 53
considering the impact on an increasingly globalized society [11]. Investigating the effect of project-
based learning on the development of students' critical thinking and problem-solving skills in higher
education has become important for both instructional and programmatic assessment. Students are no
longer just "regurgitating" in assessments but are being asked to show evidence of their ability to
critically appraise and solve problems within the context of the discipline being studied [12]. Many
educational researchers have regarded project-based learning as an influential remedy in promoting
students' critical thinking and problem-solving skills. Based on project-based learning literature review, it
seems that there is no consensus in conceptualizing project-based learning. This can be best appreciated
against the backdrop of links between project-based learning and such concepts as problem-based
learning, research-based learning, work-based learning, and so on [13]. Gibbs reckoned that increasingly
many academics were engaged in both coursework exercise and in a project. "There are, however, some
differences between the two in ways of working and in what the students are trying to show." The
common qualities of the project-based learning adopted by universities and listed by the QAA are briefly
as follows: it requires learners to develop research and/or inquiry skills, it draws upon current
information to produce recommendations, it extends problem-solving abilities and understanding by
requiring vocational application of development and organizational studies, and it is to demonstrate
students' research, business, and professional skills learned [14].
THE RELATIONSHIP BETWEEN PROJECT-BASED LEARNING AND CRITICAL THINKING
Critical thinking is a significant skill that all individuals should possess. It is essential to be able to think
deeply in order to solve real-life problems that are complex. As a result, many researchers are concerned
with improving the development of critical thinking in students. One important issue is the effects of
project-based learning (PBL) on the development of students' critical thinking abilities. Due to this, it is
essential to find the relationship between PBL and the development of critical thinking [15]. Building on
these known scientific concepts, there are also some scientifically valued studies that have been conducted
to examine the possible effect of project-based learning on the development of critical thinking and
problem-solving skills in students. One research study used a semi-experimental study design and
involved 49 7th grade students who were divided into two groups. The experimental and control groups
consisted of 25 and 24 students. The findings of the study indicated that the project-based learning
employed in the experimental group was effective in developing students' critical thinking disposition
[16]. Another empirical study aimed to compare the differences between students who engaged in
collaborative project-based learning and those who engaged in traditional teaching. The researchers
involved a sample of 45 senior class undergraduate students from the Department of Gifted Education
Programme of the Faculty of Education at a state university in Ankara for this purpose. The data were
analyzed using the one-way MANCOVA test. The results indicated a statistically significant effect in
favor of project-based learning in the development of problem-solving skills in interdisciplinary
approaches [17, 18]. In conclusion, it can be clearly stated that project-based learning facilitates and
improves the development of critical thinking skills in students as it guides them to approach knowledge
more critically and encourages them to think critically.
RESEARCH STUDIES
Since this type of learning develops or enhances general skills fundamental to engineering work in any
case, it can contribute to personal and professional development, regardless of the performance in
undergraduate and hands-on activities. To better understand the relationships, this essay presents a
literature review of research studies that have been conducted in the engineering degree field on the
impact of project-based learning on the development of CT and PS abilities [19].
Several research studies have assessed how project-based learning impacts, among other competences,
critical thinking abilities. Specifically, some studies have aimed to understand how teaching engineering,
particularly by using project-based learning procedures, impact abilities related to learning and
professional performance. Several other research studies on this specific topic have been conducted mainly
covering undergraduate students. The research studies reviewed in this section found some empirical
evidence that project-based learning is efficient in developing critical thinking and problem-solving skills

This is an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and
reproduction in any medium, provided the original work is properly cited.
in engineering, nursing, and agronomy education. The project-based learning effectiveness was evaluated
employing various assessment tools [20]. This type of study is aimed at analyzing the effects of new
didactic propositions generally involving undergraduate students. For this, an investigation investigates
first the critical thinking levels and/or project-based learning critical thinking development confirms the
narrow relationship between technical and formal aspects. Two empirical researches included in this
overview established the levels of critical thinking of students, such as engineering and agronomy, and
then applied projects as active methodologies with the aim to increase critical thinking. They found a Page | 54
significant increase of critical thinking after implementing new teaching strategies. A survey conducted to
medical school educators aimed to investigate their perceptions about problem-based learning in critical
thinking development. The main findings suggested that critical thinking is valued as an education goal,
but its development has been considered as a product of traditional teaching practices. Results from a
similar study applied in civil engineering degree are also included [21].
STRATEGIES FOR IMPLEMENTING PROJECT-BASED LEARNING
Offering project-based learning can seem like an extraordinary endeavor, so much so that it can be
difficult to know where to start. Although adopting this educational modality comes with various
challenges, two points are generally agreed upon in the literature about strategies for implementing
project-based learning – namely, teaching is fundamentally different and increasingly complex when the
teacher designs a project that is to serve as the pedagogical axis of their class, and when student learning
is to be evaluated through the final project. Because of this, the advice offered by leading researchers in
the field is to support the teacher in designing a feasible and effective project. More specifically, teachers
often need help in thinking about how to work through the complex task decomposition associated with
the project, the defining of a sequence of tasks which is appropriate for student learning, and in obtaining
practical advice as to how to assess student performance on such complex tasks [22]. How, then, can
projects be developed to help students develop critical thinking and problem-solving skills? There are
many ways to organize projects to serve this role. One straightforward approach is what might be called a
"Wicked Problem" approach – that is, piling on as much complexity as possible and letting the students
work through it. Tasks is essential. Educators may find its elements useful either conceptually or directly
in their practice and aim to give students work that actually challenges them [23].
DESIGNING EFFECTIVE PROJECTS
Aside from the peers' model, several principles and methodologies should be employed when designing a
successful project-based learning experience. To ensure that a project learning environment (PLE)
consists of significant and memorable experiences, it has been suggested that worthwhile personal
attention, high levels of student enthusiasm, and an acceptance of the responsibility to undertake and self-
manage a major project are paramount. Among possible methodologies in using principles for effective
project-based learning experience, there is a focus on either the process of problem-solving or problem-
based learning resulting in a wider project-based learning model. For the purpose of developing critical
thinking and problem-solving skills, the potential for complex and multiple critical applications of
problem-based learning in the classroom is limited. Normal practical uses of problem-based learning in
meaningful contribution to addressing this challenging aspect of direct brain injury rehabilitation will be
on a need to individualize care and case manage them effectively. There is weak evidence that problem-
based learning does improve a variety of health professional student outcomes, but insufficient research is
available to exclude the possibility that performance is either improved or worsened by increased learning
time. We believe that a more focused inclusion of closed head he in such exercises makes the results more
PTI relevant to us in the field of brain injury in terms of the cognitive and survival populations. 5.1.1.
The Selection of Projects in the Short-Term Assignment of Value Design and engineering programs
cover many subjects, skills, and types of knowledge in one degree. Many of these areas are being revised
to achieve deep, enduring understanding, and the resolution for the unfamiliar and non-routine problems
in a field of study is often a test of critical thinking ability. The PFW model provides workshops for first-
year students to develop rational and problem-solving abilities to a watertight, professional level through
the development of problem-based learning and design-based learning projects. This paper explores how
the PFW project teams select design project topics for the final formal-prototypical solution to be built in
5-20 weeks. It examines the challenges the students, faculty, and professional advisors collectively face in
working with students. 210 multi-horse engineering and engineering technology students have
participated in this PFW component since 2006.
CONCLUSION
Project-Based Learning (PBL) plays a crucial role in developing critical thinking and problem-solving
skills in students by providing them with opportunities to engage in complex, real-world challenges. The

This is an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and
reproduction in any medium, provided the original work is properly cited.
evidence presented in this essay highlights that PBL not only enhances academic performance but also
prepares students for future professional environments by fostering essential skills such as creativity,
communication, and collaboration. As education continues to evolve to meet the demands of the 21st
century, the adoption of PBL as a core teaching strategy is imperative for equipping students with the
tools they need to succeed in a rapidly changing world.
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CITATION: Wambui David Adeline. The Impact of Project-Based Learning on Developing

Critical Thinking and Problem-Solving Skills. Research Output Journal of Education, 2024
3(3):51-56.

This is an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and
reproduction in any medium, provided the original work is properly cited.

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