THE EFFECT OF COLLABORATIVE PROBLEM BASED LEARNING MODEL ON PROBLEM SOLVING SKILLS
DOI:
https://doi.org/10.18623/rvd.v23.n1.4100Palavras-chave:
Collaborative Problem Based Learning, Problem-Solving Skills, Quasi Experimental Study, Student-Centered Learning, Higher-Order ThinkingResumo
The development of problem-solving skills is a critical objective of contemporary education systems in response to increasing global complexity and the demands of the twenty-first century. This study aims to examine the effect of the Collaborative Problem-Based Learning (CPBL) model on students’ problem-solving skills. A quantitative approach employing a quasi-experimental design with a nonequivalent pretest–posttest control group was used. The participants consisted of 130 students divided into an experimental group (65 students) and a control group (65 students), selected through cluster random sampling. The experimental group was instructed using the CPBL model, while the control group received conventional instruction. Data were collected through standardized problem-solving tests administered before and after the intervention. Descriptive statistics and independent samples t-tests were applied after confirming data normality and homogeneity. The results indicated no significant difference in problem-solving skills between the two groups at the pretest stage. However, posttest findings revealed a statistically significant difference in favor of the experimental group (p < 0.05), demonstrating that students exposed to CPBL achieved higher problem-solving performance than those taught using conventional methods. These findings suggest that CPBL is an effective instructional model for enhancing students’ problem-solving skills and supports the adoption of collaborative, problem-centered learning approaches to improve educational quality in alignment with international educational frameworks.
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