This study investigated the impact of Problem-Based Learning via Vlogs (PBL-Vlogs) on the critical thinking skills of Grade 10 Physics students at Don Carlos National High School. A quasi-experimental design was employed to assess whether students exposed to PBL-Vlogs would demonstrate significantly greater improvements in critical thinking than those taught using traditional methods. Sixty-eight students were randomly assigned to either an experimental group (PBL-Vlogs) or a control group (non-PBL-Vlogs). Both groups completed a validated pre-test and post-test assessing critical thinking across four domains: interpretation, analysis, evaluation, and inference. In the pre-test, descriptive statistics revealed that both groups began with low-level critical thinking skills. Following the intervention, the PBL-Vlog group shifted to a moderate level, while the control group remained in the low category. An Analysis of Covariance (ANCOVA), controlling for pre-test scores, was conducted to determine the significance of differences in post-test performance. The results indicated a statistically significant improvement in students' critical thinking skills in the PBL-Vlog group (F = 15.594, p < 0.001), with a partial eta squared of 0.193, representing a moderate effect size. The findings support the conclusion that integrating multimedia content in a problem-based framework substantially enhances students' critical thinking abilities in Physics. PBL-Vlogs provided an effective instructional strategy for fostering engagement and developing higher-order thinking skills, as evidenced by the quantitative improvements in student outcomes