Collaborative Learning and Critical Thinking: Testing the Link
Chad N. Loes and
Ernest T. Pascarella
The Journal of Higher Education, 2017, vol. 88, issue 5, 726-753
Abstract:
In this study, we investigated whether exposure to collaborative-learning activities during the 1st year of college influences the development of critical-thinking skills. To explore this issue, we analyzed longitudinal data from 1,455 freshmen at 19 institutions throughout the United States. With statistical controls in place for a host of potential confounders, including a parallel pretest critical-thinking measure, we found that exposure to collaborative-learning activities was associated with gains in critical thinking at the end of the freshman year of college, but only for White students and those who were the least well prepared academically for college. Lastly, the results of a 3-way interaction suggested that exposure to collaborative learning among Whites who also have relatively low levels of tested precollege academic preparation is positively associated with gains in critical-thinking skills.
Date: 2017
References: Add references at CitEc
Citations: View citations in EconPapers (2)
Downloads: (external link)
http://hdl.handle.net/10.1080/00221546.2017.1291257 (text/html)
Access to full text is restricted to subscribers.
Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
HTML/Text
Persistent link: https://EconPapers.repec.org/RePEc:taf:uhejxx:v:88:y:2017:i:5:p:726-753
Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/uhej20
DOI: 10.1080/00221546.2017.1291257
Access Statistics for this article
The Journal of Higher Education is currently edited by Mitchell Chang
More articles in The Journal of Higher Education from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().