An Appraisal of Engineering Students' Critical Thinking and Science Process Skills using Problem-Based Learning Approach
Main Article Content
Keywords
appraisal, attributes, critical thinking skills, problem-based learning approach, science process skills
Abstract
Problem-Based Learning approach (PBLA) promotes motivation and maximizes the potential of students through their acquired science process skills (SPS) and critical thinking skills (CTS). Most of the researches about PBLA focus solely on the SPS or CTS of the students. The study examined the effect of PBLA on both skills of the first-year engineering students in chemistry laboratory subject. Through convenience sampling, the study was carried out on one intact class of Bachelor of Science in Electronics Communication Engineering students enrolled at a state university in Manila during the 2nd semester of SY 2015-2016. Students were motivated through PBL laboratory activities and were facilitated to design their own procedures. Quantitative data was obtained using the Science Process Skills Test and Critical Thinking Appraisal. The results revealed that majority of the students' SPS was enhanced and developed. There was significant progress on their CTS after exposure to PBLA. Likewise, qualitative data was obtained based on the Students Experience Survey piloted to them. Findings show that some of the attributes of the PBL were demonstrated and, the negative and positive experiences of students towards the PBLA. This study recommends the implementation of PBLA in teaching and learning to improve students' manifestation of SPS and CTS. Future studies are recommended to put more emphasis on qualitative analysis to identify other intervening variables that influence students' engagement in PBLA and the rate of development of their SPS and CTS.
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