Effectiveness of problem-based learning in promoting the critical thinking skills of students in mathematics classrooms in Bamenda municipality

The development of critical thinking skills in mathematics remains a significant challenge in Bamenda Municipality, where traditional teaching methods emphasize rote memorization over conceptual understanding. This study investigates the effectiveness of Problem-Based Learning (PBL) in enhancing students' critical thinking abilities in mathematics classrooms. A quasi-experimental research design, specifically a non-equivalent pretest-posttest control group design, was employed. The study sampled 103 Form Three students from two Government Bilingual High Schools, with one school serving as the experimental group (PBL approach) and the other as the control group (traditional teaching). Data were collected using pretest and posttest critical thinking assessments, measuring problem-solving, logical reasoning, and metacognitive skills. Analysis of Covariance (ANCOVA) was used to determine statistical significance. Findings revealed that PBL is rarely used in Bamenda’s mathematics classrooms, with 89.32% of students unaware of the approach. However, students exposed to PBL demonstrated significantly higher mean gains in critical thinking (22.88) compared to those taught through traditional methods (2.71). The ANCOVA test confirmed the effectiveness of PBL, yielding an F-value of 10.686 and a p-value of 0.000, leading to the rejection of the null hypothesis. These results underscore the need for curriculum reforms, teacher training, and institutional support to facilitate the integration of PBL in mathematics education. The study recommends targeted professional development programs and structured PBL activities to enhance students' problem-solving skills and overall academic performance.