The Effects of Project-Based Learning on Students’ Analytical Thinking Skills

Abstract

This study aimed to examine the effects of project-based learning (PBL) on secondary school students’ analytical thinking skills. A quasi-experimental one-group pretest–posttest design was employed with 30 Grade 10 students participating in an eight-week PBL program. The research instruments included: (1) project-based lesson plans, (2) an analytical thinking test, and (3) students’ reflective journals. Quantitative findings revealed that students’ posttest mean scores were significantly higher than their pretest scores (p < .05), particularly in identifying problems, reasoning logically, and evaluating evidence. Qualitative data from reflections and classroom observations indicated that students developed systemic analytical thinking, evidence-based reasoning, and more coherent communication of ideas. These results are consistent with Kolb’s (1984) Experiential Learning Theory and Thomas’s (2000) framework, which view PBL as a process that fosters deep learning through active engagement and reflection. The study concludes that project-based learning is an effective pedagogical approach for enhancing Thai students’ analytical thinking and should be integrated into the competency-based curriculum reform at the secondary level.