The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature
Abstract Collaborative problem-solving has been widely embraced in the classroom instruction of critical thinking, which is regarded as the core of curriculum reform based on key competencies in the field of education as well as a key competence for learners in the 21st century. However, the effecti...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Springer Nature
2023-01-01
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| Series: | Humanities & Social Sciences Communications |
| Online Access: | https://doi.org/10.1057/s41599-023-01508-1 |
| _version_ | 1797952614570131456 |
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| author | Enwei Xu Wei Wang Qingxia Wang |
| author_facet | Enwei Xu Wei Wang Qingxia Wang |
| author_sort | Enwei Xu |
| collection | DOAJ |
| description | Abstract Collaborative problem-solving has been widely embraced in the classroom instruction of critical thinking, which is regarded as the core of curriculum reform based on key competencies in the field of education as well as a key competence for learners in the 21st century. However, the effectiveness of collaborative problem-solving in promoting students’ critical thinking remains uncertain. This current research presents the major findings of a meta-analysis of 36 pieces of the literature revealed in worldwide educational periodicals during the 21st century to identify the effectiveness of collaborative problem-solving in promoting students’ critical thinking and to determine, based on evidence, whether and to what extent collaborative problem solving can result in a rise or decrease in critical thinking. The findings show that (1) collaborative problem solving is an effective teaching approach to foster students’ critical thinking, with a significant overall effect size (ES = 0.82, z = 12.78, P < 0.01, 95% CI [0.69, 0.95]); (2) in respect to the dimensions of critical thinking, collaborative problem solving can significantly and successfully enhance students’ attitudinal tendencies (ES = 1.17, z = 7.62, P < 0.01, 95% CI[0.87, 1.47]); nevertheless, it falls short in terms of improving students’ cognitive skills, having only an upper-middle impact (ES = 0.70, z = 11.55, P < 0.01, 95% CI[0.58, 0.82]); and (3) the teaching type (chi2 = 7.20, P < 0.05), intervention duration (chi2 = 12.18, P < 0.01), subject area (chi2 = 13.36, P < 0.05), group size (chi2 = 8.77, P < 0.05), and learning scaffold (chi2 = 9.03, P < 0.01) all have an impact on critical thinking, and they can be viewed as important moderating factors that affect how critical thinking develops. On the basis of these results, recommendations are made for further study and instruction to better support students’ critical thinking in the context of collaborative problem-solving. |
| first_indexed | 2024-04-10T22:49:10Z |
| format | Article |
| id | doaj.art-3adaa9a28f824225a9f7fb671666edd6 |
| institution | Directory Open Access Journal |
| issn | 2662-9992 |
| language | English |
| last_indexed | 2024-04-10T22:49:10Z |
| publishDate | 2023-01-01 |
| publisher | Springer Nature |
| record_format | Article |
| series | Humanities & Social Sciences Communications |
| spelling | doaj.art-3adaa9a28f824225a9f7fb671666edd62023-01-15T12:07:00ZengSpringer NatureHumanities & Social Sciences Communications2662-99922023-01-0110111110.1057/s41599-023-01508-1The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literatureEnwei Xu0Wei Wang1Qingxia Wang2College of Educational Science, Xinjiang Normal UniversityCollege of Educational Science, Xinjiang Normal UniversityCollege of Educational Science, Xinjiang Normal UniversityAbstract Collaborative problem-solving has been widely embraced in the classroom instruction of critical thinking, which is regarded as the core of curriculum reform based on key competencies in the field of education as well as a key competence for learners in the 21st century. However, the effectiveness of collaborative problem-solving in promoting students’ critical thinking remains uncertain. This current research presents the major findings of a meta-analysis of 36 pieces of the literature revealed in worldwide educational periodicals during the 21st century to identify the effectiveness of collaborative problem-solving in promoting students’ critical thinking and to determine, based on evidence, whether and to what extent collaborative problem solving can result in a rise or decrease in critical thinking. The findings show that (1) collaborative problem solving is an effective teaching approach to foster students’ critical thinking, with a significant overall effect size (ES = 0.82, z = 12.78, P < 0.01, 95% CI [0.69, 0.95]); (2) in respect to the dimensions of critical thinking, collaborative problem solving can significantly and successfully enhance students’ attitudinal tendencies (ES = 1.17, z = 7.62, P < 0.01, 95% CI[0.87, 1.47]); nevertheless, it falls short in terms of improving students’ cognitive skills, having only an upper-middle impact (ES = 0.70, z = 11.55, P < 0.01, 95% CI[0.58, 0.82]); and (3) the teaching type (chi2 = 7.20, P < 0.05), intervention duration (chi2 = 12.18, P < 0.01), subject area (chi2 = 13.36, P < 0.05), group size (chi2 = 8.77, P < 0.05), and learning scaffold (chi2 = 9.03, P < 0.01) all have an impact on critical thinking, and they can be viewed as important moderating factors that affect how critical thinking develops. On the basis of these results, recommendations are made for further study and instruction to better support students’ critical thinking in the context of collaborative problem-solving.https://doi.org/10.1057/s41599-023-01508-1 |
| spellingShingle | Enwei Xu Wei Wang Qingxia Wang The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature Humanities & Social Sciences Communications |
| title | The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature |
| title_full | The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature |
| title_fullStr | The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature |
| title_full_unstemmed | The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature |
| title_short | The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature |
| title_sort | effectiveness of collaborative problem solving in promoting students critical thinking a meta analysis based on empirical literature |
| url | https://doi.org/10.1057/s41599-023-01508-1 |
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