Asian Journal of Education and Social Studies 2021-10-23T12:53:48+00:00 Asian Journal of Education and Social Studies Open Journal Systems <p style="text-align: justify;"><strong style="text-align: justify;">Asian Journal of Education and Social Studies</strong><span style="text-align: justify;">&nbsp;<strong>(ISSN: 2581-6268)</strong></span>&nbsp;aims to publish high quality papers (<a href="/index.php/AJESS/general-guideline-for-authors">Click here for Types of paper</a>) in all areas of Education and Social sciences. This journal facilitates the research and wishes to publish papers as long as they are technically correct, scientifically motivated. The journal also encourages the submission of useful reports of negative results. This is a quality controlled, OPEN peer reviewed, open access INTERNATIONAL journal.</p> Application of Problem-Based Learning (PBL) Strategy in History Class to Enhance Critical Thinking Skill of 8th Standard Students 2021-10-23T12:53:48+00:00 Sangay Tshewang Rinchen Wangdi <p>This action research was conducted in Thimyul Lower secondary in Lhuentse. Particularly for class VIII students in History classes with the action research question how can the integration of Problem-Based Learning (PBL) strategy in History subject enhances the critical thinking skill of the students. The very school has encountered with the issue of low critical thinking skill resulting to the cases of low academic performance and less interest in the classroom learning of History subject. Researchers’ surveys and examinations record of the school showed the deteriorating ranks of history subject after failing to obtain good marks from the higher order thinking skill. So, the purpose of this action research is to enhance the critical thinking skill by incorporating Problem Based Learning (PBL) strategy in teaching the history lesson. This intervention educational action research was done with descriptive research with focused on the constructivism research paradigm. It engaged mix method research methodology and used quantitative method by employing the data from class test and survey questionnaire. To support the authenticity of the quantitative data, researchers employed qualitative method by using researchers’ observation on the students’ progress and participants’ feedback on the intervention programs. Case studies, debate and pictorial presentation were used as the main intervention program to integrate the PBL strategy while teaching the history lesson. Stratified and voluntary sampling method was deployed for the collection of data. By this action research, implementation of the PBL strategy in the history lesson has witnessed radical improvement in critical thinking skill of the students. Thus, this action research definitely proved that PBL strategy is the effective method for learning history lesson to improve the critical thinking skill of the students.</p> 2021-10-22T00:00:00+00:00 ##submission.copyrightStatement##