The effect of problem-based learning approach on the development of critical writing skill

The purpose of this research is to examine the effect of the problem-based learning approach on the development of critical writing skills. In the research, secondary school students were determined as the study group. Critical writing studies were carried out in Turkish lessons through problem scenarios created within the framework of the PBL approach. The research is in the action research method. It is a mixed method research since qualitative and quantitative methods are used together in terms of data collection and analysis. The study group of the research consisted of 15 secondary school students studying in the 2024-2025 academic year. During the research process, the critical writing skills of the students before the application were determined, and then critical writing studies were carried out through the critical writing program prepared based on PBL within the scope of the research. The writing program lasted 8 weeks. At the end of the program, students' critical writing skills were measured in order to determine their post-implementation performance. In order to examine the effect of the writing program on the permanence of critical writing skills, they were asked to write critical articles again after 21 days. During the process, opinions about the PBL-centered program were collected through a semi-structured interview form. Throughout the process, data were collected through the critical writing skills rubric developed by the researcher, the researcher's diary, the observer form and the semi-structured interview form. In order to find an answer to the first problem of the research, quantitative data consisting of pre-test, post-test and retention test scores were analyzed with the dependent samples t-test. Qualitative data were analyzed using content analysis. Thematic coding was used for the data belonging to the second and third sub-problems of the research. Student, researcher and observer teacher opinions were presented through direct quotes. As a result of the analysis, it was revealed that the model prepared within the scope of the PBL approach had a positive effect on critical writing skill scores and positively affected the students from different perspectives. It was determined that there was a statistically significant and positive relationship between the posttest and retention test scores of the students in the study group. It was noted that the students were willing to write critically during the application phase of the writing program prepared based on the PBL approach. Although it was determined that difficulties were encountered in the argumentation dimension of critical writing based on the researcher's notes, observer teacher opinions and student products, it was seen that this skill was acquired with the work and activity sheets developed. Based on the semi-structured interview questions, it was revealed that the students had positive thoughts about the model prepared to develop critical writing. The students stated that the critical writing activities carried out could directly contribute to their daily lives. As a result, it can be stated that the critical writing model and activities prepared within the framework of the PBL approach and the critical writing studies carried out within this scope have a positive effect on the development of critical writing skills of secondary school students.