Methodological Bases for the Development of Students' Analytical Abilities using Research Activities
DOI:
https://doi.org/10.56294/mw2025427Keywords:
cognitive skills, learning strategies, higher education, students’ research activity, preschool educationAbstract
Introduction: The study investigated the influence of research-oriented learning methods—Project-Based Learning (PBL), Laboratory-Based Learning (LBL), and STEM-Based Learning (SBL)—on the development of analytical skills (AS) among higher education students.
Methods: A total of 331 students were selected through persuasive sampling. Data were collected using a self-developed MBAS questionnaire (Appendix-1). The instrument’s reliability was confirmed (Cronbach’s α = 0.933). Descriptive statistics (mean and standard deviation) and inferential statistics (correlation analysis) were employed.
Results: PBL emerged as the most preferred approach (M = 3.8731, SD = 0.84314), attributed to its interactive nature. SBL exhibited the strongest correlation with assessment scores (r = .781, p < .001). All observed correlations between PBL, LBL, SBL, and AS were statistically significant at the 0.01 level, confirming robust positive relationships among these pedagogical strategies and analytical skill development.
Conclusions: The findings support the integration of structured research activities, particularly SBL, into academic curricula to enhance analytical thinking. These approaches offer effective pathways for promoting higher-order cognitive competencies in higher education.
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