The Impact of Problem-Based Learning (PBL) on Intellectual Indicators: A Comparative Analysis of STEM and Humanities Disciplines

Alisher Ernazarov

Authors

Alisher Ernazarov Tashkent Kimyo International University Samarkand branch, Magister Department.

Abstract

This study investigates the influence of problem-based learning (PBL) on students' intellectual development, comparing its effects within STEM and humanities disciplines. The paper reviews contemporary experimental, quasi-experimental, and mixed-methods approaches to measuring cognitive and metacognitive change, describes the adaptation of PBL to the specific demands of STEM and humanities coursework, and outlines a prospective research design—including growth-curve and hierarchical Bayesian modeling—for tracking long-term cognitive outcomes. The findings indicate that PBL meaningfully strengthens critical thinking, analytical reasoning, and independent problem-solving in both fields, with STEM disciplines showing a stronger effect on logical and systemic reasoning and humanities disciplines showing a stronger effect on critical interpretation and reflective ability. Implementation challenges, limitations, and directions for future research are discussed, and recommendations are offered for institutions seeking to adopt PBL in a discipline-sensitive manner.

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