Paper Details

ABSTRACT: The present study investigates the Impact of Thinking Styles on Problem-Solving: A Comparative Study of Cooperative and Individual Learning Approaches. Employing a quasi-experimental design, seventy-two learners were assessed on general mental ability, divergent thinking, English language achievement, differential aptitude, and social acceptability. Two groups were formed: a Cooperative Learning Group (CLG) exposed to the Team-Games-Tournament (TGT) method, and an Individualistic Learning Group (ILG) instructed through traditional techniques. Data were analysed using mean, standard deviation, t-tests, and ANOVA. Results reveal that although pre-test scores did not significantly differ, post-test analyses indicated that CLG learners significantly outperformed ILG learners in English achievement, differential aptitude, and social acceptability. Convergent and divergent thinking abilities exerted significant influence on learning outcomes, with cooperative learning proving particularly effective in enhancing creativity, linguistic problem-solving, and social adjustment. The findings highlight the pedagogical value of cooperative learning strategies in fostering holistic learner development.

KEYWORDS: Cooperative Learning, Individualistic Learning, Convergent Thinking, Divergent Thinking, Problem-Solving, English Achievement, Social Acceptability