Critical Reading and its Relationship to Collaborative Thinking among University Students

Abstract

This study aims to identify the level of critical reading and its relationship to collaborative thinking among university students by answering the following questions: Are there statistically significant differences in the level of critical reading among students of the College of Basic Education according to the gender variable? Are there statistically significant differences in the level of collaborative thinking among students of the College of Basic Education according to the gender variable? Is there a statistically significant correlation between critical reading and collaborative thinking among the research sample members? The research was limited to university students for the academic year (2024/2025), and the research sample included 392 male and female students. To achieve the research goal, the researcher prepared a test in critical reading and adopted a scale in collaborative thinking. She processed the statistical data using the statistical package SPSS, and the results showed the following: There are no statistically significant differences in the level of critical reading among sample members according to the gender variable. There are no statistically significant differences in the level of collaborative thinking among sample individuals depending on the gender variable. There is a statistically significant correlation between the two variables: critical reading and collaborative thinking. Based on the results, the researcher developed a series of recommendations and proposals.