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Among 118 students, learning gains were evaluated through examination scores, group presentations, and overall student perceptions. Mean scores were 64.82% for the traditional approach and 72.66% for blended learning, with t-test results showing significant differences favoring the blended method. Performance was assessed across six presentation criteria; ANOVA and post hoc tests indicated differences among groups. Student perceptions on a 5-point Likert scale highlighted flexibility, support for diverse learning styles, and development of critical thinking, leading to high satisfaction and recommendations for continuous, student-centered assessment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/project-management-pedagogy-cultivating-critical-thinking-skills-in-higher-education/589296/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/project-management-pedagogy-cultivating-critical-thinking-skills-in-higher-education/589296.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-12","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study compare traditional classroom instruction with blended learning?","Question",{"text":112,"@type":113},"It compares examination scores, group presentation performance, and students’ overall perceptions between the two instructional approaches.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What were the key findings on students’ examination scores?",{"text":117,"@type":113},"Students scored a mean of 64.82% under the traditional approach and 72.66% under the blended learning approach, with t-test results showing significant differences favoring blended learning.",{"name":119,"@type":110,"acceptedAnswer":120},"How did students perceive the blended learning approach?",{"text":121,"@type":113},"Student perceptions measured with a 5-point Likert scale showed satisfaction, citing flexibility, accommodation of diverse learning styles, and stronger development of critical thinking skills.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589296,1792165725,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","PROJECT MANAGEMENT PEDAGOGY: CULTIVATING CRITICAL THINKING SKILLS IN HIGHER EDUCATION  \nSonny Gad Attipoe  \nPhD (Agricultural Economics);  \nPMP (Project Management Professional-USA)  \nDepartment of Agricultural Science Education , University of Education, Box 25 Winneba, Ghana.  \n[sgattipoe@uew.edu.gh](sgattipoe@uew.edu.gh)  \nORCID: 0000-0002-8981-6756  \nAbstract. The present study explores the integration of critical thinking skills concepts in agricultural project management instruction at the undergraduate level, using the traditional classroom theoretical approach and a blended learning model. The study, encompassing 118 undergraduate students, compares the effectiveness of these methods in enhancing students' understanding, measured through examination scores, group presentations, and students’ overall perceptions of the use of the methods. Students achieved a mean examination score of 64. 82% under the traditional approach and 72. 66% for the blended learning approach. Statistical analysis, including a t-test, revealed significant differences favoring the blended approach. Additionally, performance assessments using six criteria during presentations yielded varied mean scores. ANOVA analysis showed a significant difference among the groups, and post hoc tests highlighted distinctions between specific groups’means, emphasizing the effectiveness of blended learning in enhancing students understanding. Students'perceptions, gathered through a 5-point Likert scale, underscored satisfaction with the blended approach due to its flexibility, catering to diverse learning styles, and fostering critical thinking skills. We recommend institutions strengthen project management instruction by adopting blended learning, emphasizing critical thinking, and prioritizing continuous assessment and student-centric approaches since they cultivate an engaging learning experience, preparing students for managing future complexities on projects.  \nKeywords: Agriculture; Critical Thinking; Blended Learning; Project Management; Engagement  \nПЕДАГОГІКА УПРАВЛІННЯ ПРОЄКТАМИ: ФОРМУВАННЯ НАВИЧОК КРИТИЧНОГОМИСЛЕННЯ У ВИЩІЙ ОСВІТІ  \nАнотація. У цьому дослідженні розглядається інтеграція концепцій критичногомислення в навчання управлінню сільськогосподарськими проєктами на рівнібакалаврату з використанням традиційного теоретичного підходу та моделізмішаного навчання. У дослідженні, в якому взяли участь 118 студентів старшихкурсів, порівнюється ефективність цих методів, що вимірюється за допомогоюекзаменаційних балів, групових презентацій та загального сприйняття  \nстудентами використання означених методів. Студенти досягли середнього балуна іспиті 64,82% за традиційного підходу та 72,66% за змішаног о підходу.Статистичний аналіз за допомогою t-тесту виявив значні відмінності на користьзмішаного підходу. Крім того, оцінка результатів за шістьма критеріями під часпрезентацій показала різні середні бали. Аналіз ANOVA виявив значну різницю міжгрупами, а пост-хок тести показали відмінності між середніми балами конкретнихгруп, що підкре слює ефективність змішаного навчання. Оцінювання студентами за 5-бальною шкалою Лайкерта показало, що вони задоволені змішаним підходом черезйого гнучкість, врахування різних стилів навчання та розвиток навичок критичногомислення. Ми рекомендуємо навчальним закладам покращити викладанняуправління проєктами, впроваджуючи змішане навчання, наголошуючи накритичному мисленні, надаючи пріоритет безперервному оцінюванню таорієнтованому на студента підходу, оскільки вони створюють цікавий навчальнийдосвід, готуючи студентів до упра вління майбутніми складними проєктами.  \nКлючові слова: cільське господарство; критичне мислення; змішане навчання;управління проектами; залучення  \n1. INTRODUCTION  \nOver the years, critical thinking skills have become increasingly prominent as essential requirements for employment, as highlighted by Katende (2023), Campo et al. (2023), and Radulović & Stančić (2017) . The integration of critical thinking","cbCaishZvJA1qSTG","https://ap.wps.com/l/cbCaishZvJA1qSTG","pdf",648917,22,"English","# INTRODUCTION\n## Critical thinking as an employment requirement\n## Definitions and theoretical foundations of critical thinking\n## Importance of critical thinking for project management teaching","[{\"question\":\"How does the study compare traditional classroom instruction with blended learning?\",\"answer\":\"It compares examination scores, group presentation performance, and students’ overall perceptions between the two instructional approaches.\"},{\"question\":\"What were the key findings on students’ examination scores?\",\"answer\":\"Students scored a mean of 64.82% under the traditional approach and 72.66% under the blended learning approach, with t-test results showing significant differences favoring blended learning.\"},{\"question\":\"How did students perceive the blended learning approach?\",\"answer\":\"Student perceptions measured with a 5-point Likert scale showed satisfaction, citing flexibility, accommodation of diverse learning styles, and stronger development of critical thinking skills.\"}]","PROJECT MANAGEMENT PEDAGOGY: CULTIVATING CRITICAL THINKING SKILLS IN HIGHER EDUCATION | PDF",1792066919,55]