Background

Educational methodologies play a critical role in shaping students’ knowledge acquisition, critical thinking abilities, and professional competencies. Problem-Based Learning (PBL) has emerged as a learner-centered instructional approach that encourages active participation, collaboration, and real-world problem-solving. Traditional teaching methods, primarily lecture-based instruction, continue to dominate educational institutions worldwide. Comparative evaluation of these approaches remains essential for evidence-based curriculum design.

Objective

To compare Problem-Based Learning and Traditional Teaching Methods regarding academic performance, critical thinking skills, student engagement, and overall satisfaction.

Methods

A comparative cross-sectional study was conducted among 420 undergraduate students enrolled in health sciences programs. Participants were divided into two groups: Problem-Based Learning (n=210) and Traditional Teaching (n=210). Academic performance was assessed through standardized examinations, while critical thinking, engagement, and satisfaction were evaluated using validated questionnaires. Statistical analyses included independent t-tests, chi-square tests, and multivariate regression.

Results

Students exposed to Problem-Based Learning demonstrated significantly higher critical thinking scores (82.4 ± 8.6 vs. 71.2 ± 9.3), greater engagement levels, and higher overall satisfaction compared with students receiving traditional instruction (p < 0.001). Academic examination scores were also moderately higher in the PBL group. Students reported improved teamwork, communication, and self-directed learning skills through PBL.

Conclusion

Problem-Based Learning offers significant advantages in promoting critical thinking, student engagement, and satisfaction while maintaining strong academic performance. Integrating PBL into modern curricula may enhance educational outcomes and prepare students for professional practice.