2.  Purpose of the study : To examine the effectiveness of individual learning vs collaborative learning in enhancing drill-and- practice skills and critical-thinking skills.  Subject Matter: Series and parallel dc circuits.  Comprises of 2 treatment groups ( individual & collaborative learning group).  Both groups were given the same worksheet as a pre-test. They were then given different treatments based on the approach, followed by a Post-test.

3.  Tests were prepared based on the approach in Bloom’s taxonomy. Pre-test : 12 items belonging to each classification of bloom’s taxonomy. Post-test : 15 drill-and- practice items & 15 critical –thinking items Drill-and practice items : knowledge, comprehension & Application Critical Thinking items : Synthesis, analysis & evaluation  Findings: students who participated in collaborative learning had performed significantly better on the critical- thinking test than students who studied individually. It was also found that both groups did equally well on the drill- and- practice test. (POST- TEST)

4. CONCEPTS

5. Quantitative – involves statistical data. Data : based on Pre-test and Post test. Presented using a statistical table. (Objective)

6.  The problem statement was included in the introduction.

7.  The problem statement tells the importance or the need of carrying out this particular research which is the lack of empirical evidence on the effectiveness of collaborative learning at college level.

8.  The variables has been clearly defined in the definition of terms.

9. Independent - Method of Instruction (Individual learning & Collaborative Learning) It does not depend on any variable and it can be altered. Dependent - Post- test score Fully depends on the effectiveness of the method of instruction and it cannot be changed or altered.

10.  There are 2 research questions stated in this study.  The research question is very clear in showing the objective of the study.

11.  Large number of samples (a total of 48 students)  Purpose : How many (not how & why) Determines the effectiveness of the approaches (Individual Learning vs Collaborative Learning)  Generalization – 48 students were chosen as a sample from the population of 271 classes to test the effectiveness of the approaches presented.

12. Impersonal Measurement questionnaires  Test questions based on a subject matter (series and parallel dc circuits).  Does not involve personal expression.

13. POSITIVISM ONTOLOGY (what is reality?) Reality is objective and singular (can be seen and measured) STATISTICAL DATA Use of controlled and structural approach in conducting research EPISTOMOLOGY (what is valid knowledge?) Knowledge gaining - there is no interference or involvement of personal views or feelings of a researcher in the outcome of a research. PRE-TEST & POST-TEST (based on subject matter) – objective

14. RELIABILITY - HIGH There is a specific statistical data (Post-test score) involving a large number of samples that shows the effectiveness of cooperative learning in the enhancement of critical thinking. VALIDITY – LOW The approaches was only tested on the students from the industrial technology field.

15. Deductive Theory testing Findings : Result is in agreement with the learning theories proposed by proponents of collaborative learning.

16. THANK YOU