Effect of cooperative learning on perceived classroom environment critical thinking skills and learning outcomes in social studies of secondary school students

Abstract

The present study explored the effect of cooperative learning on perceived classroom environment, critical thinking skills and learning outcomes in social studies of secondary school students. Sample of 100 secondary school students of 9th class (from three schools) were randomly selected. Data was collected by applying perceived classroom environment test, critical thinking skills test and learning outcomes in social studies test (developed by the investigator). ANOVA was used to explore the significant differences. Results showed that experimental group students taught with the help of cooperative method (Jigsaw) was performed significantly better in perceived classroom environment, critical thinking skills and learning outcomes in social studies as compared to the control group students instructed through traditional method. However, in some dimensions of critical thinking skills no significant difference found between both groups. newline