THE EFFECTIVENESS OF PROBLEM-BASED LEARNING (PBL) IN DEVELOPING CRITICAL THINKING AND ACADEMIC ACHIEVEMENT AMONG 10TH-GRADE STUDENTS: A QUASI-EXPERIMENTAL STUDY

This study aimed to investigate the effectiveness of Problem-Based Learning (PBL) in developing critical thinking and academic achievement among tenth-grade students, compared with traditional instruction. The study adopted a quantitative approach using a quasi-experimental design of a control group with pre–post measurement. The study sample consisted of (60) male and female students from two classes in one secondary school in the Arab community within Israel. One class was assigned as an experimental group taught according to the PBL strategy, while the other was a control group taught using the traditional method. Two instruments were used to collect data: a critical thinking assessment tool based on short performance tasks, scored using an analytic rubric measuring skills of analysis, evaluation, inference, and justification, and an achievement test consisting of (30) items constructed according to a table of specifications for the unit Human and Citizen Rights in the civics subject, to ensure representation of the content and levels of cognitive objectives.