Collaborative Learning as a Tool for Developing Critical Thinking Skills in Higher Education
DOI:
https://doi.org/10.65327/es.v12i1.2531Keywords:
collaborative learning, critical thinking, higher education, student performanceAbstract
This study examines collaborative learning as a tool for developing critical thinking-related academic engagement in higher education. Since the selected secondary dataset does not include a direct critical thinking scale, the study interprets critical thinking indirectly through learning behaviors associated with reflection, interaction, academic engagement, and student performance. The study adopted a secondary quantitative research design using the open-access Higher Education Students Performance Evaluation dataset. The dataset included 145 higher education student records. Collaborative and active learning indicators included peer preparation, classroom discussion, flipped classroom usefulness, attendance, note-taking, listening in class, study hours, reading frequency, cumulative GPA, expected GPA, and final grade. Data were analyzed using descriptive statistics, cross-tabulation, chi-square tests, Spearman correlation, and ordinal logistic regression. The results showed that students who perceived classroom discussion and flipped classroom practices positively had higher mean final grades. However, collaborative learning indicators such as peer preparation and classroom discussion were not statistically significant predictors in the regression model. Reading frequency and previous cumulative GPA emerged as the strongest significant predictors of final grade. The findings suggest that collaborative learning may support conditions for critical thinking development, but its effectiveness depends on structured interaction, instructional design, and active academic engagement. The study contributes by using secondary student-performance data to examine collaborative learning and critical thinking-related engagement in higher education.
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