Cooperative learning with Think-Pair-Share and RoundTable was followed by larger critical thinking gains than traditional teaching in 4th graders, in a two-class quasi-experiment¶
Claim · All claims
Evidence · 1 study · causalr2·q2·i3large
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i3 Over four months, the cooperative learning group showed a significant pretest-to-posttest gain in total CTTBE critical thinking score (+7.60 points) while the control group's small gain (+0.62) was not significant; the difference in gains was large (d = 1.36), though no significance test of the between-group difference is reported. → Silva 2022
Evidence¶
Silva 2022¶
Silva, H., Lopes, J., Dominguez, C., & Morais, E. (2022). Think-Pair-Share and Roundtable: Two Cooperative Learning Structures to Enhance Critical Thinking Skills of 4th Graders. International Electronic Journal of Elementary Education, 15(1), 11-21. https://doi.org/10.26822/iejee.2022.274
q2 · i3 · causal · r2
Quasi-experimental pretest-posttest study of two 4th-grade classes (experimental N = 24, control N = 17) over four months; experimental group pretest M = 33.81, posttest M = 41.42, control pretest M = 34.71, posttest M = 35.32. Paired t-tests within each class: experimental t(23) = −7.30, p < .001; control t(16) = −0.57, p = .577. The article reports "The observed effect size is large (d = 1.36)" for the difference between the two classes' average gains, but reports no significance test of that between-group difference. With two intact classes, class and teacher differences are not separated from the intervention.
"the experimental group had a significant gain in the CTTBE posttest score compared to the pretest score, while the control group had no significant gain. The observed effect size is large (d = 1.36)."
Discussion¶
Critical thinking was measured with the researcher-built CTTBE: Critical Thinking Test for Basic Education (48 items, α = 0.72), so the gains are on an instrument without external norms.
Related Claims¶
- Cooperative learning gains were large for observation and interpretation but small for analysis in 4th graders — related
- Cooperative learning reduced disparities between students' critical thinking scores, with lower performers gaining most — related
- Critical thinking skills can be significantly developed in early primary (grades 1-4), a level where evidence was scarce — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
tps-roundtable-cooperative-learning-critical-thinking-gains |
title |
Cooperative learning with Think-Pair-Share and RoundTable was followed by larger critical thinking gains than traditional teaching in 4th graders, in a two-class quasi-experiment |
description |
Cooperative learning with Think-Pair-Share and RoundTable was followed by larger critical thinking gains than traditional teaching in 4th graders, in a two-class quasi-experiment |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — silva-2022 |
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