The Impact of Problem-based Learning and Reading Stories on the Development of Moroccan Middle School Students’ Critical Thinking Skills

Abstract

This research aims to investigate the effectiveness of problem-based learning and reading stories on students’ critical thinking skills in Moroccan middle high schools. This paper employed a quasi-experimental pre-test post-test study design. The sample of the study was two groups consisting of 50 students aged between 14 and 15 years old at the 9^th grade Tazi middle high school in Casablanca, Morocco. The participants were divided into an experimental group (N=25) that received the treatment study using a problem-based strategy and Black Beauty story by Anna Sewell level 3 mm. publications and a control group (N=25) that took normal classes. The researcher used a critical thinking test as an instrument and a T-test for the analysis. The findings, which have been quantitatively analysed, revealed a significant difference between the experimental and the control group (sig <0.05); it showed that the experimental group participants got higher thinking skills grades. Overall, we conclude that problem-based learning and reading stories influenced critical thinking skills positively.