Teaching type, intervention duration, subject area, group size, and learning scaffold significantly moderate the effect of collaborative problem-solving on critical thinking¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Subgroup analyses show significant intergroup differences for teaching type (chi2 = 7.20, P < 0.05), intervention duration (chi2 = 12.18, P < 0.01), subject area (chi2 = 13.36, P < 0.05), group size (chi2 = 8.77, P < 0.05), and learning scaffold (chi2 = 9.03, P < 0.01). → Xu 2023

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 · i? · quant-synthesis · r2

Subgroup moderator analysis of the 79 effect quantities across 36 studies (Table 4). Five of seven moderators showed "significant moderators" effects; only chi-square tests and p-values are printed, no effect size for the moderation itself.

"the subject area (chi 2 = 13.36, P < 0.05), group size (chi2 = 8.77, P < 0.05), intervention duration (chi 2 = 12.18, P < 0.01), learning scaffold (chi 2 = 9.03, P < 0.01), and teaching type (chi2 = 7.20, P < 0.05) are all significant moderators"

Discussion¶

Related Claims¶

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