Abstract:

The main purpose of this study was exploring the effects of problem based learning on prospective teachers’ critical thinking. It was an experimental study. Quasi experimental research design of pre- and post-test was used in this study. Pre-test and post-test were taken from both group, whereas, treatment was provided to experimental group of the study. The population of the study comprised on all future teachers in Department of Education International Islamic University in the Spring semester. Sixteen week were spent in this experiment. For this study 60 students of the same department were taken as a sample of the study. These students were divided into two groups, one is control group and 2nd group was experimental group. One group was selected from MA Education 3rd semester and 2nd group was selected from BS Education 6th semester. The educational research subject was selected for this experiment. For this research study pre-test and post-test were constructed consisting 12 statements about critical thinking. When semester was started pre-test was conducted from all the respondents who were the parts of sample. And post-test was taken at the end of the semester. Descriptive statistics i.e. standard deviation, mean score, and t-test were used for analysis. The analysis depicts that prospective teachers developed critical thinking skills during the course. It is recommended that Problem Based Learning can be utilized for teaching in pre-service teacher education programs.

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