Effect of the PQ4R Strategy on University Students’ Critical Thinking Skills and Knowledge Retention
Abstract
This study investigated the effect of the PQ4R instructional strategy on university students’ critical thinking skills and knowledge retention. A quasi-experimental pretest–posttest non-equivalent control group design was employed. Undergraduate students were divided into experimental and control groups. The experimental group received instruction through the PQ4R strategy, while the control group was taught using conventional lecture-based instruction. Data were collected using a standardized critical thinking skills test and a researcher-developed knowledge retention test. Independent sample t-tests and paired sample t-tests were used to analyze the data. Results revealed that students taught through the PQ4R strategy demonstrated significantly higher improvement in critical thinking skills and knowledge retention compared to those taught through traditional methods. The findings suggest that PQ4R strategy enhances deep cognitive processing and supports long-term learning at the university level. The study recommends integrating structured reading strategies into higher education classrooms to promote meaningful learning outcomes.
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