ELT METHODS FINAL PROJECT

Lecturer: Prof. Dr. Putu Kerti Nitiasih, M.A.

Problem Based Learning and Critical Thinking Ability:

A Theoretical and Empirical Review
I Wayan Endra Setiawan Suastika
1929081026
Denpasar
wan.suastika@gmail.com

Abstract
While Problem Based Learning (PBL) has strong theoretical support from literature, to date several
PBL experiments have culminated in surprising results, pointing to a controversy on the effects of
PBL on students' critical thinking skills. In this study, the authors examined the theoretical
relationship, along with the last several empirical evidence on the impact of PBL on students' critical
thinking skills. The review also included most current experimental studies in various disciplines
around 2000 and 2011. It is hypothesized that 1) the main components in PBL hypothetically support
student critical thinking development in accordance with the design implemented, 2) empiric evidence
in general is ambiguous in explaining the impact of PBL on student critical thinking skills, especially
outside the medical sector, 3) several evidence indicates that PBL needs long-term exposure to
support the critical thinking ability of students, 4) several predictors might as well influence the link
of PBL and critical thinking such as age, gender, academic achievement, and educational background.

Keywords: Problem based learning, engineering education, critical thinking, constructivist learning
theory.

INTRODUCTION
Problem-based learning (PBL) has already been successfully implemented for more
than 30 years and likely to be recognized in several disciplines, which encourages students to
conduct research, assimilate theory with practice as well as implement know-how and
abilities to actually develop such a viable solution to a defined problem. PBL was first
introduced by Howard Barrows in 1969 (Gunantara et al., 2014; Muhson, 2009; Paloloang,
2014; Rusnayati & Prima, 2011; Sadia, 2007; Savin-Baden & Major, 2004; Setyorini et al.,
2011; Suci, 2008), he applied it to the medical school at McMaster University School of
Medicine, Canada to solve the problems in the health sector and then resulted in the adoption
of it on school to improve learning outcomes. Hmelo-Silver (2004) sees PBL as an
instructional method in which students learn through facilitated problem-solving that centres
on complex problems, which do not have a single correct solution. Students work in
collaborative groups to identify what they need to learn in order to solve the problem. They
also engage in self-directed learning, apply their new knowledge to the problem, and reflect
on what they learned and the effectiveness of the strategies employed.
Duch et al. (2001) define PBL by focusing on the skills students might acquire during
the PBL procedures. It is described as an enlightening method that enables students to
critically think, assess and deal with complex issues in the actual world, identify and utilize
adequate learning resources. It also allows students to cooperatively demonstrate efficient
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communication and interpersonal skills and use the cognitive and content knowledge towards
becoming lifelong learners. PBL is a guided and experiential learning method designed to
analyse and overcome unclear real-world problems. Students are involved in solving
problems in order to evaluate the origin and the conditions necessary for a successful solution
and to self-direct the students (Torp & Sage, 1998).
Essentially, teaching critical thinking is just as crucial as education for an individual
(Norris, 1985). Some studies state that teaching critical thinking involves raising awareness to
use ideas, guidelines and procedures properly so that they can produce successful results and
critical decisions (Bailin et al., 1999). Critical thinking also has a vital role to play in
transferring knowledge and the use of problem-solving skills to novel environments (Garcia
& Pintrich, 1992). In order to improve critical thinking, PBL claims various advantages for
students learning. Previous studies have highlighted the efficacy of PBLs in targeted learning
areas, such as critical thinking skills (Iwaoka et al., 2010; Sendaq & Odabas, 2009). Even
though theoretical supports for problem-based learning (PBL) has indeed been strong in
literature, to date, multiple PBL investigations have generated unexpected results which lead
to conflicts over the impact that PBL has on the critical thinking capability of students (Choi,
2004; Sulaiman, 2011).
Higher-order thinking, creativity, problem solving and decision-making are the key to
critical thinking (Giancarlo & Facione, 2001). In developing effective thinking and solving of
problems, critical and creative thinking are integrated with each other (Treffinger et al.,
2003). There is evidence of the systematic teaching of the complex cognitive skills (Jiazeng
et al., 1997). This is why the ultimate objective of education is really to teach cognitive skills
such as critical thinking (Spendlove, 2008). PBL is always hypothesized to encourage higher-
level thinking skills of students, notably reasoning abilities (Savary, 2006). PBL is
established in the Students Centred Learning Approach which work on the principle of
constructivism theory (Hmelo-Silver, 2004). In this context, knowledge acquisition is among
the requirements for the development of critical thinking skills for students (Hmelo-Silver,
2004; Winterton et al., 2006). According to Winterton et al. (2006), knowledge and cognitive
function play a key role in the development of complex cognitive abilities. This is
particularly the case since knowledge works and governs within a social and attitudinal
environment.
Ennis et al. (1985) stress out that critical thinking is a sensible and reflective thinking
that concentrates on what to believe and what to do. It is an analysis of judgements which is
aimed at reaching a logical, sensible and justifiable problem solution with a specific purpose
(Bailin et al., 1999; Giancarlo & Facione, 2001). The analytical process of reasoning should
therefore arrive at plausible, sensible and acceptable interpretations within a given framework
and should be consistent with specific principles of thinking (Ennis et al., 1985).
Furthermore, in a given framework, critical thinking must match the context (Bailin et al.,
1999; Norris, 1985). Critical thinking is in some other sense in relation to the value of an
assessment of a person (Norris, 1985). In a certain setting this value of assessment will
influence the students' response. Even so, when the capacity to reflect critical thinking is
valued, the overall structure of reasoning capacity must be included in assessing critical
thinking, regardless of the context (Ennis et al., 1985). It is also important to study the
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structure of reasoning according to Ennis et al. (1985) because the structure reflects the literal
meaning of reasoning ability in accordance with the beliefs of an individual.
There is a strong basis for PBL 's contribution to the ability of students to do higher-
order thinking, especially critical thinking. In fact, the PBL approach supports the concept of
learning by doing by experiential education in which students learn thinking tactic through a
problem solving (Hmelo-Silver, 2004). The facilitator then encourages critical thinking for
the students in search of the best workaround, also in the context of the concept of
"scaffolding" in the Constructivist Theory of Learning (Hmelo-Silver, 2004; Wee, 2004).
Consequently, the current study would examine the theoretical connection and the recent
empirical evidence on the impact of PBL on the ability of students to think critically. The
study covered the new scientific research in various disciplines conducted between 2000 and
2011.

METHOD
Since this writing was about reviewing articles than the suitable method to employ
was the library research method. The library research method is a research method which
utilizes the library sources to obtain the desired data, and the researcher will then synthesize
the obtained data (Zed, 2004). Library research is far more than a mystery or a lucky dodge, it
is a controllable examination from the beginning to the end, regardless what kind of sources
that will be discovered. Hence, library research is a method of organized examination
containing precise tools, rules, and techniques (George, 2008). The data from library research
isn't really restricted to time and space, another benefit of the library research is the
availableness of the boundless range of comparative data when it comes to time, space and
etc. (Glasser & Strauss, 1967).
At least there are 4 main characteristics of library research that are significant to be
pointed out. The first one is that the library research deals more with text particularly data
and numbers than with the real-time knowledge existing in the field as well as eyewitnesses,
therefore, text reading technique becomes a crucial point in library research. The second
characteristic of library research is it is ready-made, meaning that the researcher does not
need to go anywhere since the required data sources are already provided in the library. The
third one is that library data is oftentimes served as secondary source meaning this is a
second-hand data, not the original one as it is present in the field. Library sources are
oftentimes containing the bias of the authors; hence, the researcher rarely gets control upon
the data collection method and the data arrangement. Though, at a certain level, library
sources might also be the primary source. The last characteristic is in line with what is
mentioned before, the library sources are beyond the restriction of space and time, where the
researcher faces static information. Meaning that wherever the researcher comes and goes,
the data will not be affected since it has been a static data contained in the written record such
as text, number, picture, and etc. (Zed, 2004).

RESULT
The review of the recent studies examining the effects of PBL on critical thinking
capacity of students are summarized in this Section. Around 2000 and 2011, the study
covered the new scientific research in various disciplines. As a result, there was a void in how
 4

PBL impacts critical thinking capacity in the first trawling of recent PBL studies. Previous
research results were ambiguous, so there is still no evidence available. A number of studies
relating to PBL and critical thinking resulted in positive findings, especially in the context of
higher education. Semerci (2006) analysed the impact of PBL on critical thinking for students
in the course of professional education. The comparison favoured the PBL Group, which
increased the ability of students to think critically after PBL. The critical thinking was
assessed on the basis of the students' ability to concentrate, analyse, understand and infer
workarounds and judgements on the basis of self-regulation. In the student's critical thinking,
the author used the self-developed questionnaire.
Sendaq & Odabas (2009) endorsed the study, and using an exact instrument to assess
critical thinking adjustments by students in PBL studies. In comparison with students in the
traditional approach to learning, the result was that students in PBL increased their critical
thinking capability. Watson Glaser's critical thinking analysis (WGCTA) was used to
determine critical thinking based on the ability to infer, recognize assumptions, deduct,
interpret and evaluate ideas. Likewise, in Iwaoka et al. (2010), students at the Food Science
and Human Nutrition Courses reported a significant increase in their critical thinking scores,
evaluated using the Cornell Critical Thinking Test Specimen (CCTTS). This study was
performed without a control group, but pre- and post-test was used to contrast the substantial
improvement in critical thinking for one PBL treatment group. From 2001 to 2008, the study
with various samples was repeated eight times.
In analysing the characteristics of critical thinkers, Derry et al. (2000) evaluated the
ability of students to empirically and theoretically reason in problem-solving at the University
of Wisconsin-Madison. Question and answer session mechanisms were used to assess
students' reasoning skills, both before and after the new statistical course. Students worked in
small groups to solve problems that were replicated on the basis of real-world scenarios.
They worked collaboratively with the members of the group, while the tutor accountable
provided appropriate instruction and support to the respective groups. The post-interview
revealed that students enhanced statistically their ability to reason. This was clearly seen
when students displayed their solutions to problems.
Tiwari et al. (2006) assessed the effects of PBL as well as the traditional learning
approach on the critical thinking skills of the students at the University of Hong Kong
undergraduate nursing program. A longitudinal study involving a total of 40 students in the
experimental group who had undertaken two semesters (one year) of PBL treatment was
conducted. This study involved 39 control group students who were taught using traditional
teaching methods. Data collected at four points of interval over the course of three years. The
California Critical Thinking Dispositional Inventory (CCTDI) was used to measure students’
critical thinking ability. The results, students in PBL had improved their critical thinking
throughout the three years of the study. Interestingly, students perceived that PBL tutorial
sessions had contributed to their critical thinking development.
On the other hand, several studies also lead to negative findings or even no substantial
difference between two groups in the study of the effects of PBL on students' critical thinking
skills. Polanco et al. (2004) suggested that PBL did not increase critical thinking skills of
students at first- and second-year universities in Mexico. In this case, students in the field of
engineering were taught using an integrated PBL module of physics, mathematics and
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computer science. As a pre-test and post-test, California Critical Thinking Skills Test
(CCTST) was used. The critical thinking changes were based on reasoning skills in making
inference, including analysis, evaluation, deductive, and inductive reasoning. In the same
way, Choi (2004) investigated the effects of PBL in the Nursing Process Course. The result
showed that there was no substantial difference for both pre-test and post-test data for the
critical thinking aspect of students. Sulaiman (2011) found that there was also no substantial
effect in critical thinking both for experimental and control groups. Nevertheless, additional
analyses revealed that PBL students had better inference and assumption skills than
traditional method students. The study involved a sample of pre-service science teachers in
the Malaysian context.
Further than the context of higher education, PBL instruction did not alter the critical
thinking skills of students at school level (Anderson, 2007; Burris & Garton, 2007). As in
Burris study, the author analysed the effect of PBL on critical thinking and content
knowledge in secondary agricultural schools. A total of 140 students participated in the study,
of whom 77 were treated using the PBL method and 63 were using the conventional
supervised method. The pre-test and post-test using WGCTA did not indicate any changes in
students ' critical thinking skills with respect to both methods of instruction. Correspondingly,
in Anderson 's study, the pre-test and post-test of 110 students in a controlled and
experimental group did not vary significantly in their critical thinking skills. This study
examined secondary students in the Urban Agricultural Program at Chicago High School in
the United States.
In critical thinking studies, a number of predictors may influence the critical thinking
of an individual. This would include gender (Rudd et al., 2000), age (Ennis et al., 2005) and
academic achievement (Giancarlo & Facione, 2001). That being said, based on the previous
studies reviewed, typically no relationship between age and critical thinking, the gender role
generates unconvincing findings, whereas academic achievement indicates a relationship to
student critical thinking skills.
In analysing prior research, most studies compared two groups of samples using PBL
versus traditional learning in experimental and controlled environments, using pre-test and
post-test outcomes as an indicator. Only some few studies compared the data between both
the pre-test and post-test of a single group. Some studies also contrasted over one control and
treatment groups and compared longitudinal study data. In addition, fewer studies have been
conducted in two isolated places to govern possible treatments of confounding variables. In
this context, the author brought up serious concerns; in particular, the method of managing
extraneous variables and factors that could affect the quality of the research findings. This
would include factors like the effect of the teacher, the layout of the module, the accuracy and
validity of the instrument, the randomization of study samples, the gaps between the pre-test
and post-test, and the possibility of diffusion of treatment.
With reference to this context of literature review, PBL generally has a great potential
to promote higher-level thinking skills for students, particularly critical thinking skills. There
is still a lack of interconnections between PBL and critical thinking outside the medical field,
with compelling evidence to be considered conclusive, particularly from the point of view of
education. This shortage has led to more experimental studies examining the efficacy of PBL
in different populations and disciplines. Therefore, the study on PBL and critical thinking
 6

remains ambiguous and leads to insufficient information. That being said, this review
provides some clues that PBL could be more effective over a longer period of time.
On the basis of the review, is thus concluded that 1) the specific actions in PBL
hypothetically promote student critical thinking according to the design applied, 2) empiric
evidence in general is ambiguous in explaining the impact of PBL on student critical thinking
skills, in particular studies outside the medical field, 3) some evidence suggests that PBL
requires a long-term exp. The implicit assumption is that the PBL curriculum must always be
carefully designed and concerned with the essential aspects that contribute to the
effectiveness of PBL. This includes the role of facilitator in moderating learning among
students, notably in triggering meta-cognitive thinking among students. With all of these
carefully considered, PBL can succeed as has been pointed out in the theory.

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