<b>Effect of Problem-based learning on students’ motivational critical thinking ability to learn physics</b>

The study focused on on evaluating the effect of Problem-Based Learning (PBL) on students’ motivational critical thinking ability to learn physics in Ugandan secondary schools. We assessed students’ critical thinking performance using a test and their motivation using a motivational scale. The quasi-experimental design involved 144 students selected from four schools in the Sheema District. All students were pretested before undergoing a PBL intervention and post tested after the intervention. Data entry and analysis were conducted using MS Excel 2016 and SPSS v.25. A paired t-test revealed a statistically significant difference in critical thinking ability before and after learning the unit on simple machines in physics. Additionally, a positive motivation to learn physics was statistically proven after the intervention. Notably, students from government schools exhibited different performance, while private school students showed greater improvement and motivation after the instructional intervention. In conclusion, the results demonstrate that PBL is an effective method for improving students’ critical thinking and fostering their motivation to learn the subject. Consequently, we recommend that teachers incorporate PBL into their daily teaching practices and call upon stakeholders to support the implementation of PBL in the Physics classes.