The effects of cooperative learning techniques on perceived classroom environment and critical thinking skills of preservice teachers

This study analyzed the effects of cooperative learning techniques versus lecture techniques on the following aspects of a higher education classroom: (a) the perception of a student's learning environment; and (b) a student's critical thinking skills. Preservice teachers at a small Midwest college completed the College and University Classroom Environment Inventory (CUCEI) and the Watson-Glaser Critical Thinking Appraisal, Form-S (WGCTA-FS). Results revealed significantly higher means in the cooperative learning group in four of the eight constructs within the CUCEI. Results within the WGCTA-FS disclosed no significant differences between the means of the two groups. The outcomes of this study suggest that cooperative learning techniques have merit and profit in the undergraduate classroom. Suggestions for further research were also included.