EXPLORING THE IMPACT OF COLLABORATIVE LEARNING STYLE ON THE DEVELOPMENT OF CRITICAL THINKING IN THE SUBJECT OF ENGLISH AMONG SECONDARY SCHOOL STUDENTS

Abstract

This study investigates how collaborative learning styles affect secondary school students' growth in English critical thinking. Utilizing an experimental design, the study examines data from 120 Grade 10 students in public schools in Lahore, Pakistan, to compare collaborative strategies with traditional teaching methods. Students' critical thinking skills were assessed on pre- and post-tests, and the experimental group exposed to collaborative learning showed statistically significant improvements. Although low achievers also benefited, high achievers showed the biggest improvement, demonstrating the inclusiveness of these tactics. Results confirm that collaborative learning improves academic performance, stimulates critical thinking, and encourages deeper cognitive engagement when it is matched with each student's unique learning style. The study recommends teacher training in collaborative methods and emphasizes the value of learner-centered, interactive approaches in secondary education. These observations support efforts to reform curricula in order to develop critical, reflective, and socially adept students who are prepared for the challenges of the twenty-first century.