Abstract:
Progressive research recognizes the importance of teaching thinking skills through
appropriate methodology as key to developing learners‟ problem solving ability. This study
investigated the effects of Problem–Based Learning (PBL) instruction on learners‟
acquisition of core critical thinking skills (CT) of analyzing in secondary school physics in
Nakuru, Kenya. Solomon Four non-equivalent Control Group design was used. A sample of
139 students from four schools obtained through stratified random sampling was used in the
study. Independent variables for the study were PBL mode of instruction and the
conventional teaching methods, while dependent variablewas learners‟ core critical thinking
skill of analyzing in physics. The instrument for data collection was the Core Critical
Thinking Skills Physics Achievement Test (CCTSPAT).Data collected was analyzed using
both descriptive and inferential statistics. Differences between means of the four groups were
analyzed using t-test and ANOVA.Tests on hypothesis was done at α=0.05level of
significance. The study established that there was no statistically significant difference in
achievement of core critical thinking skills of analyzing between students taught using
PBLand those taught using conventionalmethods.The results of the study could benefit
teachers by providing insight, knowledge and need for fundamental preparation skills and
practices on effective implementation of PBL to enhance development of analyzing skills in
learners.
