Enhancing Critical Thinking Skills in Primary Education: A Comparative Study of Problem-Based Learning and Traditional Teaching Methods

Abstract

Critical thinking is a fundamental skill that fosters problem-solving, creativity, and independent learning, especially in primary education. This paper presents a comparative study of two teaching approaches: Problem-Based Learning (PBL) and traditional teaching methods, focusing on their impact on enhancing critical thinking skills among primary school students. The study involved a sample of students from different primary schools, divided into two groups, one following the PBL approach and the other receiving traditional instruction. Data were collected through assessments, classroom observations, and student feedback to measure critical thinking abilities in areas such as analysis, evaluation, and reasoning. The findings indicate that students in the PBL group demonstrated significant improvements in critical thinking skills compared to those in the traditional teaching group. PBL's emphasis on real-world problem-solving, collaboration, and inquiry-based learning created a more engaging and intellectually stimulating environment. In contrast, traditional methods, while effective in transmitting foundational knowledge, were less successful in promoting higher-order thinking. The paper concludes by discussing the implications of adopting PBL in primary education, emphasizing the need for teacher training and curriculum adjustments to support critical thinking development. The results contribute to ongoing educational reform efforts aimed at preparing students for the complexities of the 21st century.