Recent research reveals a gap in determining the effect of problem-based learning (PBL) on students� critical thinking ability.\r\nExisting evidences from previous research have been equivocal to be deemed conclusive, especially in across multiple educational\r\ndisciplines. This paper investigates the effect of PBL on students� critical thinking ability, as compared to conventional approach.\r\nThe study employed an experimental pretest and posttest with control group design. The participants were 53 undergraduate\r\nstudents in electrical engineering course, who attended Electrical Technology Module (ET101) in their first semester. Participants\r\ncompleted the pretest and posttests of the translated version of the Cornell Critical Thinking Test Specimen set. The results\r\nsuggested that students� critical thinking ability in the PBL group had not been significantly different from their counterparts in the\r\nconventional approach group. This paper further discusses the implication of problem-based learning in engineering education.
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