The Impact of Collaborative Learning Models on University Students’ Problem-Solving Abilities

Abstract

Problem-solving ability is recognized as one of the essential competencies required in the 21st century, demanding systematic cultivation within higher education. However, conventional teaching approaches still prevalent in many university settings often fall short in fostering this critical skill effectively. This study investigates the impact of a collaborative learning model on students’ problem-solving capabilities. Employing a quasi-experimental design with a pretest-posttest control group format, the study involved two student groups: an experimental group exposed to collaborative learning strategies and a control group receiving traditional instruction. Data were analyzed using independent t-tests, multiple linear regression, and classical assumption testing. The findings reveal a statistically significant difference in posttest mean scores between the two groups (p < 0.001), with the experimental group demonstrating a notably greater improvement. The intervention variable (learning model) showed a strong influence on learning outcomes, while students’ initial abilities (pretest scores) were not a significant predictor of posttest performance. These results suggest that collaborative learning effectively enhances students’ problem-solving skills, primarily through social interaction and collective reflection. The study’s findings align with Vygotsky’s sociocultural theory and are supported by contemporary research on active learning and adaptive expertise. Based on these insights, the study advocates for the broader implementation of collaborative learning models as a pedagogical strategy in higher education to address the evolving demands of 21st-century education.