Effectiveness of Cooperative Learning Approach in Developing Critical Thinking Skills of Secondary Students

Abstract

This study identified the effectiveness of cooperative learning approach in developing critical thinking skills of secondary students. The study involved 115 second-year level students as subjects. All the subjects were taught lessons using the lecture discussion method and cooperative learning approach alternately. The pseudo-experimental method utilizing the repeated measures design was used in the study. Correlation t-test was used to compare the mean scores on the pretest/posttest of achievement tests and attitudinal inventory scale tests, and Pearson moment correlation was used to determine the correlation between the mean scores on achievement and attitude of students. The study found out that there is a significant improvement in the critical thinking skills of students taught with the use of lecture discussion method and cooperative learning approach. The gain scores between the two groups do not significantly differ during the first three weeks; however, the cooperative learning approach has significantly improved the critical thinking skills of the students on the fourth, fifth, and sixth weeks, respectively. The cooperative learning attitude gain scores are higher than the lecture discussion method attitude gain scores. Lecture discussion method is not significantly related to critical thinking scores, while cooperative learning approach is significantly related to critical thinking scores.