Enhancing Critical Thinking through Collaborative Learning: The Mediating Roles of Peer Interaction and Self-Efficacy
DOI:
https://doi.org/10.70148/v3i2.3Keywords:
Critical thinking, Collaborative learning, Peer interaction, Self-efficacy, Higher education.Abstract
The effect of collaborative learning (CL) on critical thinking among students within a higher education institute in Karachi and Pakistan with mediating variables of peer interaction (PI) and self-efficacy (SE) is studied in this study. Critical thinking (CT) is the key to academic success yet its development usually requires interaction and the confidence in their skills of students. The causal quantitative research design was adopted and 222 surveys were given to the undergraduate and post graduate students of various universities in Karachi. The survey instruments were modified based on prior researches that are valid in order to be reliable and consistent. Structural Equation Modelling (SEM) with Partial Least Squares (PLS) was used to analyse the data. Findings demonstrate that CL positively impacts massively on the CT of students. Furthermore, PI and SE were identified to have significant mediation effect of this correlation which emphasised the need to establish supportive peer networks and instil confidence in students regarding their academic abilities. These results imply that institutions of higher learning in Karachi have the potential to improve CT through either a structured CL activity or by facilitating the creation of a culture where students actively engage. The present research is relevant to the body of research on educational psychology and pedagogical practises, as it offers practical implications to teachers who would like to foster students in developing higher-order thinking skills and self-directed learning capabilities.
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