Impact of Collaborative Teaching Techniques in Classroom on Higher Order Thinking Development among Elementary Students
DOI:
https://doi.org/10.58932/MULI0016Keywords:
collaborative teaching strategies, higher-order thinking, experimental approachAbstract
By experimental research approach, this study investigates how collaborative teaching strategies affect the higher-order thinking abilities of elementary school pupils. The 80 students in the sample were split into two groups: the experimental group received collaborative teaching methods such peer discussions, problem-solving activities, and cooperative learning methodologies, while the control group received traditional lecture instruction. Collected data from control and experimental group was analyzed by using t-test. The results show that although both teaching approaches increased student learning, collaborative teaching greatly improved students' analytical, problem-solving, and critical thinking abilities. Significant progress was made by both high and low-achieving students in the experimental group, highlighting the value of interactive learning. To improve learning outcomes, the study suggests implementing blended learning, incorporating collaborative instructional strategies, and offering extra assistance to students who are having difficulty. The importance of collaborative teaching in elementary schools is demonstrated by these findings.
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