Enhancing Analytical Thinking in Biology Through Project-Based Learning and Self-Regulated Learning: The Moderating Role of Prior Knowledge

Abstract

Analytical thinking skills are a crucial competency in 21st-century biology education but remain a significant weakness at the senior secondary level. This study is driven by the need to develop learning strategies that are not only active and constructive but also adaptable to differences in student characteristics, particularly regarding initial abilities and self-regulation. The main issue addressed is how to combine Project-Based Learning (PjBL) and Self-Regulated Learning (SRL) to enhance students' analytical thinking skills, and how prior knowledge influences the effectiveness of these strategies. The novelty of this study lies in integrating two pedagogical approaches—PjBL and SRL—within a single learning framework evaluated through cognitive outcomes and processes, as well as analysing the role of prior knowledge as a moderating variable. This research employs a quantitative method with a 2×3 factorial quasi-experimental design, involving two learning models (PjBL and Discovery Learning), three SRL categories (high, medium, low), and prior knowledge as a covariate. Findings reveal that PjBL is significantly more effective than Discovery Learning in developing analytical thinking skills, particularly among students with medium and low SRL levels. Additionally, a notable interaction exists between the learning model and SRL, suggesting that the model’s effectiveness heavily depends on the student’s level of self-regulation. Prior knowledge also significantly impacts learning outcomes. These results contribute both theoretically and practically to designing biology education that responds to student differences and underline the importance of structural support in fostering higher-order thinking skills through project-based learning.