Effect of Problem-Based Learning on Colleges of Education Economics Students’ Critical Thinking and Collaborative Skills in North-East Nigeria

Abstract

This study investigated the effect of Problem-Based Learning (PBL) on the critical thinking and collaborative skills of Economics students in Colleges of Education in North-East Nigeria. The study was guided by two research questions and tested two corresponding hypotheses. A quasi-experimental design was adopted, involving 350 students selected from three Colleges of Education using stratified and simple random sampling techniques. Data were collected using the Critical Thinking Skills Test (CTST) and the Collaborative Skills Rating Scale (CSRS). The experimental group was exposed to Problem-Based Learning, while the control group was taught using conventional lecture methods. Data were analysed using descriptive statistics (mean and standard deviation) and inferential statistics (ANCOVA) at a 0.05 significance level. The findings revealed that PBL significantly enhanced students’ critical thinking skills, with 23.8% of the variance in post-test scores attributable to the intervention. Similarly, PBL significantly improved collaborative skills, accounting for 28.5% of the variance in post-test scores. The study concluded that Problem-Based Learning is an effective instructional strategy for developing both cognitive and social competencies among Economics students. It is recommended that lecturers and institutions integrate PBL into Economics curricula to enhance problem-solving, teamwork, and analytical skills, and that future studies explore its effects in other disciplines and settings.