The Impact of Instructional Methods on Critical Thinking: A Comparison of Problem-Based Learning and Conventional Approach in Engineering Education

Alias Masek,Sulaiman Yamin

doi:10.5402/2012/759241

Abstract

Recent research reveals a gap in determining the effect of problem-based learning (PBL) on students’ critical thinking ability. Existing evidences from previous research have been equivocal to be deemed conclusive, especially in across multiple educational disciplines. This paper investigates the effect of PBL on students’ critical thinking ability, as compared to conventional approach. The study employed an experimental pretest and posttest with control group design. The participants were 53 undergraduate students in electrical engineering course, who attended Electrical Technology Module (ET101) in their first semester. Participants completed the pretest and posttests of the translated version of the Cornell Critical Thinking Test Specimen set. The results suggested that students’ critical thinking ability in the PBL group had not been significantly different from their counterparts in the conventional approach group. This paper further discusses the implication of problem-based learning in engineering education.

Highlights

Critical thinking is in the family of higher cognitive abilities, along with creative thinking, problem solving, and decision making [1]
In problem based learning (PBL), critical thinking ability is possibly nurtured through several processes such as discussion, brainstorming session, debate session, interaction, reflection, feedback, and teaching each other [12, 13, 28]
The design was using PBL key elements that were customized from existing pioneer PBL models

Summary

Introduction

Critical thinking is in the family of higher cognitive abilities, along with creative thinking, problem solving, and decision making [1]. In light to the recent development in engineering workplace, educating students with critical thinking might become crucial, in order to produce competence engineers. In the recent development of pedagogical approach, one new method that has been claimed promoting students’ critical thinking ability is using problem based learning (PBL). This method is generally agreed to have important implications for transfer of knowledge and application of problem solving skills to novel situations [6]. This assertion has been supported by several previous research reports [7,8,9]

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Conclusion