Problem-Based Learning Activities and Their Effects on Speaking Competence and Higher-Order Thinking Skills among Ethiopian Secondary Students

This mixed-methods quasi-experimental study investigated problem-based learning activities (PBLA) effects on Grade 11 students' speaking competence and thinking skills at Sena Gimbi Secondary School, Ethiopia (n = 24 students; 12 experimental, 12 control). Over 12 weeks, experimental group engaged in PBLA aligned with Bloom's Taxonomy. Pre/post-tests (IELTS-style speaking rubric, α = 0.87; thinking skills test, KR-20 = 0.82), questionnaires, and interviews revealed significant gains: speaking (64.75→84.65, p < 0.001), thinking skills (31.97→67.55, p < 0.001), correlation r = 0.85. Teachers/students perceived PBLA positively for motivation/confidence but noted time/resource constraints. Findings support PBLA integration in EFL curricula to foster higher-order thinking and communicative competence.