Problem-Based Learning and Critical Thinking in History and Psychology Students at a Public Peruvian University

Abstract

This study aimed to determine the relationship between Problem-Based Learning (PBL) and the development of Critical Thinking (CT) in university students majoring in History and Psychology at a public university in Peru. A quantitative, non-experimental, and correlational approach was adopted. The sample consisted of 70 students enrolled in the third academic term of the Psychology and History programs. Data collection was carried out using a validated questionnaire measuring both variables, with Cronbach’s alpha reliability coefficients exceeding 0.93. Statistical analysis included descriptive techniques and Spearman’s correlation tests. The results showed a high proportion of participants achieving high levels in both PBL (54.3%) and CT (58.6%). A strong and statistically significant positive correlation was identified between the two variables (ρ = 0.803; p < 0.001). This relationship was particularly strong in the dimensions of information analysis (ρ = 0.823) and inference of implications (ρ = 0.761), and moderately significant in argumentation of position (ρ = 0.675). It was concluded that the PBL approach significantly contributes to the enhancement of critical thinking by fostering students' analytical, inferential, and argumentative skills. These findings highlight the importance of integrating active methodologies in Peruvian higher education to promote more reflective and meaningful learning, and they emphasize the teacher’s transformative role as a mediator in the critical construction of knowledge.