Investigating the Role of Project-Based Social Learning in Developing Higher-Order Cognitive Skills among Secondary Grade Science Students

Abstract

This study examined how project-based social learning (PBSL) helped science students in the secondary grade develop higher-order cognitive abilities like analytical and critical thinking, problem-solving, and reflective thinking. 517 students were divided into three groups based on their exposure to PBSL: low, moderate, and high. A quantitative design was used. Each cognitive skill was assessed using validated tools, and group differences were examined using a one-way ANOVA with Tukey HSD post-hoc tests. The findings showed that exposure to high levels of PBSL clearly improved analytical and critical thinking compared to moderate and low levels. Under high PBSL, problem-solving abilities also significantly improved, whereas moderate exposure had little effect. Significant improvement in reflective thinking was observed mainly between low and high PBSL levels, indicating the need for scaffolded or prolonged engagement. The results show that project-based, intense, group activities help secondary science students develop higher-order cognitive skills. In order to develop critical, reflective, and problem-solving skills, structured, socially interactive projects are emphasized in the implications for curriculum design and teacher preparation.