Effect of Cooperative and Individualized Learning Strategies on Critical Thinking in Elementary Students

Abstract

Successful teaching and learning of History depend significantly on the use of effective instruction. Utilizing proper teaching methods and techniques is essential in ensuring a productive educational experience in the field of history. The research sought to examine the effect of cooperative and individualized learning strategies on critical thinking in elementary students. This study adopted a quantitative research method with a pre-test and post-test design. The target population was all female students in grade VIII at a public high school in Kasur district. 90 class VIII students were selected through a simple random selection method. The participants were divided into three groups experimental group 1 (cooperative learning using the jigsaw method), experimental group 2 (individualized learning using mathetic programming), and Group 3 (control group taught by using conventional methods). The intervention period spanned twenty-four sessions, utilizing the History textbook for grade VIII as the teaching material. A self-constructed questionnaire was utilized to evaluate critical thinking before and after the intervention. Collected data were analyzed using paired-sample t-test and independent-sample t-test. The findings indicated that individualized learning had a significant impact on critical thinking as compared to cooperative learning and the traditional teaching. Consequently, the study suggests that teachers should implement individualized learning strategies to improve students' critical thinking in the subject of History.