Effectiveness of Technology-Enhanced Problem-Based Learning on Critical Thinking Skills of Engineering Students in Federal University Lokoja, Kogi State

This study examines the effectiveness of technology-enhanced problem-based learning on the critical thinking skills of engineering students at Federal University Lokoja, Kogi State, North Central Nigeria. Problem-based learning promotes active inquiry and collaborative problem-solving, and the integration of digital tools may further enhance its impact on higher-order cognitive outcomes critical for engineering practice. A quasi-experimental design was employed with 120 second-year engineering students randomised into technology-enhanced PBL and conventional lecture groups across two parallel course sections over one semester. Technology-enhanced PBL incorporated digital simulation tools, online collaboration platforms, and data analysis software within structured problem scenarios. Critical thinking was measured using the adapted Watson-Glaser Critical Thinking Appraisal administered at pre-test and post-test. Independent t-tests and effect size calculations were used for data analysis. Results indicate significantly higher critical thinking post-test scores in the technology-enhanced PBL group, with large effect sizes for analysis and evaluation sub-scales. Female students in the experimental group showed equal or greater gains compared with male counterparts. The study recommends systematic adoption of technology-enhanced PBL in engineering curricula at Federal University Lokoja and similar institutions, underpinned by faculty training in digital simulation tool facilitation. Keywords: problem-based learning, critical thinking, engineering education, Federal University Lokoja, technology-enhanced instruction