Effect of Problem-Based Learning on Critical Thinking Ability and Content Knowledge of Secondary Agriculture
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Secondary Agriculture teachers at twelve schools were randomly assigned to supervised study treatment or problem-based learning (PBL) groups for a total sample (n = 140) with 77 students in the PBL treatment group and 63 in the supervised study comparison group. The purpose of the study was to determine the effect of problem-based learning on critical thinking ability and content knowledge. The study used both pre-tests and control groups along with post-tests in assessing critical thinking ability and content knowledge acquisition. Students were tested before and after a Quail Management Unit to determine content knowledge as well as given Watson-Glaser Critical Thinking Appraisal (WGCTA) to measure the critical thinking ability of secondary agriculture students.