Effect of cooperative and individualized learning strategies on critical thinking and learning outcomes in science in relation to intellectual ability

Abstract

The study examined the effect of cooperative and individualized learning strategies on critical thinking and learning outcomes in science in relation to intellectual ability among 9th class students. The pretest posttest control group design was selected. There were two experimental groups and one control group. Three schools were selected randomly from district Hoshiarpur, (Punjab). From these schools, 34 students in each school were selected using random sampling, making a total of 102 subjects. The major findings revealed that cooperative and individualized learning are significantly effective in improving critical thinking, achievement and interest in science of the students, but cooperative learning is more effective as compared to individualized learning. These strategies also showed stable effects at delayed post test stage. Students with high ability performed better as compared to students with average ability in critical thinking, Students with high ability performed similar to students with average ability in achievement and students with average ability performed better than students with high ability in interest. There was significant interaction effect of treatment variables (cooperative and individualized learning) and ability groups (high and average ability) on critical thinking and interest. But an insignificant interaction effect in treatment variables and ability groups on achievement was visible. This study can be useful to teachers to implement cooperative learning in class room. newline