Project-Based Learning and Students’ Critical Thinking in History and Political Education in Selected Secondary Schools in Goma Division, Mukono District, Uganda

Akareut Esther Rachael & Harriet Ludigo
Makerere University, Uganda
Email: estherrachaelakareut@gmail.com/ harrietludigo@yahoo.com

Abstract: The study was carried out in secondary schools in Goma Division, Mukono District, Uganda. It examined the connection between students’ critical thinking in history and political education and project-based learning (PBL). It specifically looked at the relationship between students’ critical thinking abilities and PBL’s collaborative activities, student autonomy, and real-world linkages. A quantitative correlational design was used for the investigation. Based on the recommendations of Robert V. Krejcie and Daryle W. Morgan, a sample of 205 participants was chosen from four schools utilising stratified and basic random selection approaches from an accessible population of 440 Senior Three and Senior Four children in 10 schools. A Likert-scale questionnaire was used to gather the data, which were then examined using Pearson correlation analysis and descriptive statistics. The results showed a strong positive correlation between students’ critical thinking abilities, real-world linkages (r = 0.609, p < 0.001), student autonomy (r = 0.412, p < 0.001), and collaborative PBL activities (r = 0.323, p < 0.001). In general, PBL showed a somewhat favourable correlation with students’ critical thinking (r = 0.540, p < 0.001). In order to foster competency-based and inquiry-oriented learning, the study indicates that PBL greatly aids in the development of higher-order thinking abilities in history education and suggests enhancing cooperative, autonomous, and real-world project activities.