The Effectiveness of Critical Thinking Training for Cooperative Learning among Students of Islamic Azad University, Tehran North Branch

Document Type : Research Paper

Authors

1 Department of Education. North Tehran Branc Islamic azad university.Tehran.Iran

2 Member of Faculty (Associate Professor) in Studies Institute, Research Organization and Educational Planning, Ministry of Education

3 Member of Faculty (Associate Professor) in Department of Philosophy of Education, Tarbiat Modares, Tehran, Iran

Abstract

The purpose of this study was to evaluate the effectiveness of critical thinking training for cooperative learning among students of Islamic Azad University, Tehran North Branch in 2017. The research method was applied in terms of its purpose and in terms of data collection method, a semi-experimental design was a pre-test and post-test design with control and follow-up group. The statistical population consisted of 60 male and female students, majoring in accounting that were assigned to two groups of 30 experimental and control groups using available sampling method. The experimental group received eight 90-minute sessions of critical thinking training, while the control group did not receive this training. The questionnaire proposed by Cho and Bowley (1999) were used for collecting data about cooperative learning. The collected data were analyzed using descriptive and inferential statistics (covariance analysis and t-dependent analysis) and analyzed using SPSS-V22 software. The results showed that the critical thinking training has affected cooperative learning and its sustainability has remained stable over time. Therefore, teaching critical thinking could improve cooperative learning in students.

Keywords

References

Ay, F. A., Karakaya, A., & Yilmaz, K. (2015). Relations between self-leadership and critical thinking skills. Procedia-Social and Behavioral Sciences, 207, 29-41.‏
Carter, A. G., Creedy, D. K., & Sidebotham, M. (2017). Critical thinking skills in midwifery practice: Development of a self-assessment tool for students. Midwifery, 50, 184-192.‏
Curran, V. R., Sharpe, D., Forristall, J., & Flynn, K. (2008). Student satisfaction and perceptions of small group process in case-based interprofessional learning. Medical Teacher, 30(4), 431-433.‏
De Bie, H., Wilhelm, P., & Van der Meij, H. (2015). The Halpern critical thinking Assessment: Toward a Dutch appraisal of critical thinking. Thinking skills and creativity, 17, 33-44.‏
Falloon, G., & Khoo, E. (2014). Exploring young students' talk in iPad-supported collaborative learning environments. Computers & Education, 77, 13-28.‏
Gokhale, A. A. (1995). Collaborative learning enhances critical thinking.‏
Huang, M. Y., Tu, H. Y., Wang, W. Y., Chen, J. F., Yu, Y. T., & Chou, C. C. (2017). Effects of cooperative learning and concept mapping intervention on critical thinking and basketball skills in elementary school. Thinking Skills and Creativity, 23, 207-216.‏
Hosseini Z. (2009). Collaborative learning and critical thinking. J Iran Psychologists. 2009; 5(19): 199- 208. [In Persian].
Inuwa, I. M. (2012). Perceptions and attitudes of first-year medical students on a modified team-based learning (TBL) strategy in anatomy. Sultan Qaboos University Medical Journal, 12(3), 336.‏
Jones, T. (2017). Playing Detective to Enhance Critical Thinking. Teaching and Learning in Nursing, 12(1), 73-76.‏
Kass, P. H. (2016). Critical Thinking, Now More Than Ever. Advances in Small Animal Medicine and Surgery, 29(8), 1-3.‏
Ke, F., & Carafano, P. (2016). Collaborative science learning in an immersive flight simulation. Computers & Education, 103, 114-123.‏
Khoshneshin, Z. (2011). Collaborative critical thinking in online environment. Procedia-Social and Behavioral Sciences, 30, 1881-1887.‏
Lee, Y. H. (2015). Facilitating critical thinking using the C-QRAC collaboration script: Enhancing science reading literacy in a computer-supported collaborative learning environment. Computers & Education, 88, 182-191.‏
Malmberg, J., Järvelä, S., & Järvenoja, H. (2017). Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning. Contemporary Educational Psychology, 49, 160-174.‏
Masek, A., & Yamin, S. (2012). The impact of instructional methods on critical thinking: a comparison of problem-based learning and conventional approach in Engineering education. ISRN Education, 2012.‏
Pitt, V., Powis, D., Levett-Jones, T., & Hunter, S. (2015). The influence of critical thinking skills on performance and progression in a pre-registration nursing program. Nurse education today, 35(1), 125-131.‏
Sharma, R., & Singh, R. (2011). Critical analysis of biorhythms and their effect on industrial accidents in Agra casting manufacturing units.‏
Siegel, H. (2010), Critical thinking, International Encyclopedia of Education, Vol. 6. pp. 141-145.
Wade, S. L., Cassedy, A. E., Fulks, L. E., Taylor, H. G., Stancin, T., Kirkwood, M. W., ... & Kurowski, B. G. (2017). Problem-Solving After Traumatic Brain Injury in Adolescence: Associations With Functional Outcomes. Archives of physical medicine and rehabilitation.‏
Zeki A. The effects of micro-teaching on the critical thinking dispositions of pre-service teachers. Australian J Teach Educ. 2015;40(6):140-153.
 
 
Journal of higher education curriculum studies
Volume 9, Issue 17 - Serial Number 2
August 2018
Pages 167-181

Files

Share

How to cite

Statistics