Presented By: Heather Young, University of Florida
Co-Authors: Shirley Baker, University of Florida
JC Bunch, University of Florida
Grady Roberts, University of Florida
Nicole Stedman, University of Florida

This presentation will provide an overview of the study conducted for my dissertation. I will discuss the objectives of the course utilized and how cooperative group learning and explicit critical thinking instruction were incorporated. I will briefly explain the QUEEN Model and go into more detail with the findings of this study, and my recommendations for future practice.

This study aimed to determine the impacts of cooperative learning paired with the case study teaching method on students’ critical thinking abilities and depth of ability. Specifically, this study examined the effects of cooperative group learning on students’ critical thinking abilities and depth of ability, as assessed by the QUEEN Model for Assessing Critical Thinking and its five critical thinking behavioral constructs, guided reflection statements, and concept maps. Data were collected over two semesters from an undergraduate course in which 42 students participated. This study utilized descriptive statistics and paired-samples t-tests to describe students’ critical thinking ability. Hedges’ g was used to determine effect size.

Quantitatively, of the five constructs, Evaluation was the only statistically significant (p = .025) construct for critical thinking ability between groups. Qualitatively, the treatment group identified more concepts in their concept maps overall and a greater depth in Evaluation, while the comparison group displayed more depth in Understanding and Explanation with more relationships and connections identified in their maps.

Overall, cooperative learning was shown to impact ability and depth of ability in the Evaluation construct by having the highest mean, being statistically significant, showing the greatest depth of ability, and displaying a large effect size within the treatment group. Evaluation was the only statistically significant behavior with a medium effect size between the treatment and comparison groups. Understanding and Explanation showed the greatest depth of ability among the comparison group.

Quantitatively, of the five constructs, Evaluation was the only statistically significant (p = .025) construct for critical thinking ability between groups. Qualitatively, the treatment group identified more concepts in their concept maps overall and a greater depth in Evaluation, while the comparison group displayed more depth in Understanding and Explanation with more relationships and connections identified in their maps.

Overall, cooperative learning was shown to impact ability and depth of ability in the Evaluation construct by having the highest mean, being statistically significant, showing the greatest depth of ability, and displaying a large effect size within the treatment group. Evaluation was the only statistically significant behavior with a medium effect size between the treatment and comparison groups. Understanding and Explanation showed the greatest depth of ability among the comparison group.