Collaborative problem-solving improves attitudinal tendency (ES = 1.17) more than cognitive skills (ES = 0.70)¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2–r3 · q3 · i2–i3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Collaborative problem-solving significantly enhances students' attitudinal tendency toward critical thinking (ES = 1.17), with significant intergroup differences between the two dimensions (chi2 = 7.95, P < 0.01). → Xu 2023 q3 i2 Collaborative problem-solving improves cognitive skills less strongly (ES = 0.70), described as only an upper-middle impact. → Xu 2023 (2)

Evidence¶

Xu 2023¶

Xu, E., Wang, W., & Wang, Q. (2023). The effectiveness of collaborative problem solving in promoting students' critical thinking: A meta-analysis based on empirical literature. Humanities and Social Sciences Communications. https://doi.org/10.1057/s41599-023-01508-1

q3 · i3 · quant-synthesis · r2

Subgroup analysis of 27 effect quantities for the attitudinal tendency dimension (Table 3). The pooled effect was "significant comprehensive effect (ES = 1.17, z = 7.62, P < 0.01, 95% CI [0.87, 1.47])" with significant intergroup difference between dimensions (chi2 = 7.95, P < 0.01).

"the improvements in students' attitudinal tendency are much more pronounced and have a significant comprehensive effect (ES = 1.17, z = 7.62, P < 0.01, 95% CI [0.87, 1.47])"

Xu 2023 (2)¶

Xu, E., Wang, W., & Wang, Q. (2023). The effectiveness of collaborative problem solving in promoting students' critical thinking: A meta-analysis based on empirical literature. Humanities and Social Sciences Communications. https://doi.org/10.1057/s41599-023-01508-1

q3 · i2 · quant-synthesis · r3

Subgroup analysis of 52 effect quantities for the cognitive skill dimension (Table 3). The pooled effect was "(ES = 0.70, z = 11.55, P < 0.01, 95% CI [0.58, 0.82])", smaller than the attitudinal-tendency effect.

"gains in learners' cognitive skill are slightly improved and are just above average. (ES = 0.70, z = 11.55, P < 0.01, 95% CI [0.58, 0.82])."

Discussion¶

Related Claims¶

• Teaching type, intervention duration, subject area, group size, and learning scaffold significantly moderate the effect of collaborative problem-solving on critical thinking — related
• Collaborative problem-solving significantly improves students' critical thinking overall (ES = 0.82) — related