Determining the Influence of Collaborative Learning on Critical Thinking of Students through a Mixed- method Investigation

Abstract

This research intended to investigate the influence of collaborative learning (CL) on critical thinking (CT) among Elementary Education students exploring its status, influential domains, student’s experiences and insights using a mixed-method convergent-parallel approach. This study employed a mixed method approach, combining quantitative and qualitative data through a convergent parallel design to gain a comprehensive understanding of the research problem. The research design also included descriptive correlational and phenomenological elements, allowing for the examination of relationships between variables and the exploration of lived experiences. Quantitative results exhibit a very high level of student’s attitudes towards collaborative learning and a high level of critical thinking. It also found that there is a significant relationship between the two variables which are the collaborative learning and critical thinking which was substantiated by the result while qualitative data found that collaborative learning is effective in enhancing critical thinking and problem-solving fostering a positive learning environment and promoting intellectual growth. Data triangulation confirmed its positive influence on critical thinking, fostering intellectual growth and problem-solving. The study concluded that collaborative learning has a significant influence on critical thinking among Elementary Education students, supported by both quantitative and qualitative findings that revealed a strong relationship between the two variables