A Comparison of Critical Thinking Skills Across Group and Pair Work: A PLS-SEM Analysis

This study investigates the comparison of critical thinking skills across group work and pair work using a Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis framework. Grounded in Social Constructivism Theory by Vygotsky (1978), Collaborative Learning Theory by Bruffee (1999), and Experiential Learning Theory by Kolb (2015), the study examines how collaborative interactions contribute to the development of critical thinking skills. A quantitative research design was employed involving 232 respondents from higher education institutions. Data were collected using a questionnaire adapted from Belbin (2014), Bateman et al. (2002), and Baleghizadeh and Farhesh (2014), which measured critical thinking through thought-oriented, action-oriented, and people-oriented dimensions, as well as group work and pair work interaction factors. The data were analyzed using SmartPLS 4 through measurement and structural model assessments. The findings revealed that group work had significant relationships with thought-oriented, action-oriented, and people-oriented critical thinking skills, while pair work showed a significant relationship only with thought-oriented skills. In addition, group work demonstrated stronger effects on critical thinking development compared to pair work. These findings support previous studies highlighting the effectiveness of collaborative learning in enhancing critical thinking, teamwork, and communication skills. The study implies that structured collaborative learning activities, particularly group work, should be integrated into educational practices to strengthen higher-order thinking skills. Future research is recommended to include broader samples and additional variables to further examine the relationship between collaborative learning and critical thinking development.

critical thinking, group work, pair work, collaborative learning, PLS-SEM analysis

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