Methodological Bases for the Development of Students' Analytical Abilities using Research Activities

Abstract

Introduction: the study investigated the influence of research-oriented learning methods—Project-Based Learning (PBL), Laboratory-Based Learning (LBL), and STEM-Based Learning (SBL)—on the development of analytical skills (AS) among higher education students. Method: a total of 331 students were selected through persuasive sampling. Data were collected using a self-developed MBAS questionnaire (appendix-1). The instrument’s reliability was confirmed (Cronbach’s α = 0,933). Descriptive statistics (mean and standard deviation) and inferential statistics (correlation analysis) were employed.Results: PBL emerged as the most preferred approach (M = 3,8731, SD = 0,84314), attributed to its interactive nature. SBL exhibited the strongest correlation with assessment scores (r = 0,781, p < 0,001). All observed correlations between PBL, LBL, SBL, and AS were statistically significant at the 0,01 level, confirming robust positive relationships among these pedagogical strategies and analytical skill development.Conclusions: the findings support the integration of structured research activities, particularly SBL, into academic curricula to enhance analytical thinking. These approaches offer effective pathways for promoting higher-order cognitive competencies in higher education.