The Effect of Employing Learning by Doing Strategy in Pre-Vocational Education on Students’ Critical Thinking Skills

Abstract

This study explores the impact of a learning-by-doing strategy on the development of critical thinking skills among ninth-grade female students in Jordan’s pre-vocational education (PVE). Fifty students were randomly assigned to either an experimental group (n = 25), which received experiential instruction, or a control group (n = 25), which followed traditional teaching methods. A validated test assessed five domains of critical thinking: inference, assumption recognition, deduction, interpretation, and argument evaluation. Post-intervention analysis revealed statistically significant improvements in all domains for the experimental group. These findings support the integration of experiential learning strategies into PVE curricula to foster critical thinking.