Teaching Literary Texts Based on Problem-Based Learning Technology (On The Example of The Story “The Content and The Greedy”)

Abstract

This study investigates the effectiveness of problem-based learning technology in teaching literary texts to 5th grade students in general secondary education. Using the story “The Content and the Greedy” as a case study, the research examines how problem-based instructional strategies influence students’ independent thinking, analytical skills, and critical engagement with literary content. A quasi-experimental design was employed, involving experimental and control groups. The findings indicate that students exposed to problem-based learning demonstrated significantly higher levels of comprehension, interpretation, and evaluative thinking compared to those taught through traditional methods. The study confirms that integrating problem-based learning into literature instruction enhances students’ cognitive engagement and supports deeper textual analysis. The results suggest that this approach is an effective pedagogical strategy for developing higher-order thinking skills in early secondary education.