UNDERGRADUATE STUDENTS PERCEPTION OF IMPACT OF PROJECT- BASED LEARNING ON CREATIVE THINKING SKILLS

Project-Based Learning is considered an effective teaching strategy that improves pupils' academic engagement and learning outcomes by involving them in practical, real-world tasks. This quantitative study aimed to assess university students’ perceptions regarding the impact of project-based learning on creative thinking skills. The primary objective was to examine undergraduate students' perceptions regarding the impact of project-based learning on their creative thinking skills, while the secondary objective was to access the statistical association between project-based learning and creative thinking skills of undergraduate skills. This research followed a quantitative approach and employing a descriptive survey design. Self-developed questionnaire is utilized to collect data from undergraduate students from the Education and Psychology departments of selected public universities in Islamabad. To analyze the data both descriptive and inferential statistical methods were used. The results showed that learners usually held positive opinions about PBL, reporting improved motivation, better understanding of content, and enhanced learning engagement. However, the statistical analysis revealed that the association between PBL and creative thinking skills was not significant. Although this, the positive perceptions propose that PBL holds educational value, and future research may explore its long-term impact and application across diverse academic settings.