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§
Vol.
VIII,
No.
II (Spring 2023)
§
p- ISSN:
2708-2091
§
e-ISSN:
2708-3586
§
L-ISSN:
2708-2091
§
Citation:
Zehra, A., Lashari, A. A., & Naz, A. (2023). Microteaching: Analyzing the Impact of Socio-Cultural Status on
Critical Thinking among University Students. Global Sociological Review, VIII (II), 45-52.
https://doi.org/10.31703/gsr.2023(VIII-I).06
Corresponding Author:
Ajab Ali Lashari (Lecturer, Department of Education Sindh Madressatul
Islam University, Karachi, Sindh, Pakistan. Email: ajablashari@smiu.edu.pk)
Analyzing the Impact of Socio-Cultural Status on Critical Thinking among
University Students
Amber Zehra*
Ajab ali Lashari†
Afshan Naz‡
Pages:
45 – 52
DOI:
10.31703/gsr.2023(VIII-I).06
URL:
http://dx.doi.org/10.31703/gsr.2023(VIII-I).06
Abstract:
Imparting the skills of the 21st century in students is the most important task of all academicians. Critical
thinking is an integral skill that plays a major role in students' skill development. (Alessandra, et al. 2020). This study
aims to predict the Impact of Sociocultural Status on Critical Thinking among University Students in Karachi. Literature
reported that the concept of Critical thinking was never addressed from the perspective of socio-culture (Maulana &
Putra, 2022) at the tertiary level in progressing countries like Pakistan. This study will be carried on by employing Mix
Methodology (Quantitative and Qualitative) paradigm. Sampling was drawn through a purposive Sampling technique
Based on 20 students 10 students each from Either institution. The number of respondents for the quantitative paradigm
of the study was 80 to collect data. A set of Activities and tasks were designed for measuring the Critical Thinking of
Students. Findings suggested a significant difference in CT ability between the Public and private sector students. The
study suggests more research on Curriculum mapping.
Key Words:
Socio-culture, Critical Thinking, Higher Education
Introduction
The Phenomenon of present-day society with the
information explosion, multiculturalism, and
complicated and dynamically evolving world need
critical diagnosis of problems and their real solution.
Societies in developing countries like Pakistan face
multiple social and cultural challenges which are still
looking for being addressed. Individuals of societies can
impact positively by playing a pivotal role in
determining potential solutions to problems.
The youth of any country possesses a true
potential to influence the challenging situations of their
country by employing their social and psychological
capacities. The cultural and social background is the
driving force of these capacities and contributes to the
positive outcome of social upbringing. The critical
approach of individuals towards self and society is the
*
Faculty Member, Department of Education University of Karachi, Sindh, Pakistan.
†
Lecturer, Department of Education Sindh Madressatul Islam University, Karachi, Sindh Pakistan.
‡
Associate Professor, Government Girls Degree College Zamzama, Karachi, Sindh, Pakistan.
utmost desire of the current era to face the challenges
locally and globally.
Thinking Convergently is approving the status
quo whereas thinking out of the box is breaking the
cycle of psychological consolation, having the view of
the world with new dimensions and adaptiveness to
change and discover (Darn, 2006). Exploring whether
students think outside of the box, or are simply going
with the status quo. Are they adaptive to change and
discovery or they are merely receivers of knowledge?
while assessing the abilities of students these questions
encircle the minds of scholars.
Several studies are carried on and have
highlighted the significance of critical thinking with
different perspectives and methods but there is limited
literature in the context of socio-culture and critical
thinking specifically in developing countries. The
current research aims to determine the influence of
Amber Zehra, Ajab ali Lashari and Afshan Naz
46 Global Sociological Review (GSR)
sociocultural aspects on students' critical thinking
abilities.
Factors influencing the critical thinking of people
are psychological, biological, emotional, social and
cultural. (Alessandra, 2020). Socio-culture being an
independent factor influences the mind (cultivate or
develop) of individuals who ultimately reverse to the
society for the solutions to problems. The mental
ability of an individual to analyze the social
Phenomenon and their perspective to address the
issues is the prime concern for any society. Developing
individuals with a critical thinking approach is vital for
producing a productive nation and country(Lashari,
Umrani & Buriro, 2021). An individual lacking a certain
ability fails to play their role in the betterment of
society. Whereas youth is the fundamental group
influence on the system of any country (Khan, Lashari
& Iqbal (2022).
The results of the research study will significantly
benefit the students in terms of cultivating their minds
with analyzing skills to face the complex issues of a
dynamically evolving world through predicting the
influence of sociocultural elements on critical thinking
ability. Further, it will help in upgrading societies of
developing countries through the participation of
more sophisticated learners in dealing with social
challenges and deriving realistic solutions to problems.
Several studies are carried on and have
highlighted the importance of critical thinking with
different perspectives and methods but there is limited
literature in the context of socio-culture and critical
thinking specifically in developing countries. The
research study aims to identify the influence of
sociocultural aspects on students' critical thinking
abilities.
Objectives
To study the influences of sociocultural Status on
students' Critical thinking.
To compare the ability of critical thinking of public
and private sector students.
Question
Q1:
Does the socio-cultural status has any influence
on the Critical Thinking skills of students?
Q2:
Is there any significant difference in critical thinking
among the students of Public and Private sector
university students?
Hypothesis
RH1:
There is no significant difference in critical
thinking among the students of public and private
sector students. ( H= µ≠µ)
Literature Review
Emerging societies need individuals with the skills
which make them deal successfully face the demand
and face fears of a dynamically changing society.
Conventional methods of dealing with problems do
not enable them to respond (Martina, 2022). Rational
thinking of individual needs self – conditioning, analysis,
and assessment, for casting the consequences,
(Alessandra, 2020). In the education discipline,
educationist focus on the interconnection, process,
and product (Bailin et al, 1999). Therefore, teachers
often judge students via the product which they
derived after the completion of the task. The mental
process of the students is mainly governed by their
social culture, which points to both Phenomenon and
the product. Lev Vygotsky termed the inter-mental
and intra-mental to the social and psychological
relationship between individuals and society.
(Wertsch, 1993) which means working in a social
group and place, people not only work together but
also think together which helps them to achieve in bulk
rather than n pieces. (Mercer, 2007)
Sociocultural and Students' thinking skills:
Cultural factors According to (Amalia &
Wuryandani, 2020), "a lifestyle shared by a group of
people and describe as a set of attitudes, values,
(including knowledge and techniques, goals and
practices that characterize institution, organization or
group." Whereas socio-culture is the prime condition
for the settled reflection and sources of thinking
patterns. and guide how one perceives practically
everything (Zhang et al., 2013) However, so-called
"thinking outside the box" is sometimes encouraged
and sometimes rejected. Sociocultural exposure can
influence knowledge, perception, creativity,
understanding of science versus religion, and just about
anything, everywhere. (Kosturkova, 2020).
We, therefore, behave, think, speak, and eat like
others in our society, and many different societies who
each form completely different traits & mannerisms,
and that includes societal laws & all that is acceptable
and that, which is not.
Trust & bonds with other humans and other living
creatures, language and communication, mannerisms
and demeanour, likes & dislikes, preferred foods even
Analyzing the Impact of Socio-Cultural Status on Critical Thinking among University Students
Vol. VIII, No. II (Spring 2023) 47
individual levels of intelligence - learning,
comprehension, logic, problem solving, and the use of
tools to do things better. Most humans form groups,
clans, and societies and mimic each other (assimilate).
Safety is strengthened by numbers. “E Pluribus Unum”
- United We Stand.
Researchers have confirmed that students with
learnt critical thinking skills demonstrated high
performance in making assumptions, and conclusions
process more intellectually and presenting ideas going
out of the box (Alimirzaloo & Hashemnezhad, 2015)
Critical Thinking is "A purposeful self-regulatory
judgment which results in interpretation, analysis,
evaluation, and inferences." (Facione, 1990) whereas
Socio-Cultural "The interest in understanding how
mental processes of individuals are influenced by
culture in a society." (Facione, 1990)
Theoretical Background
The study on assessing the socio-cultural impact of
critical thinking has a relation with the theories given
by Lev Vygotsky and Hofstede. Vygotsky's (1896-
1934) declaration was based on the idea that learning
occurs in three phases of childhood, cognitive,
motoric, and socio-culture. (Mcleod, 2020 ) Children
are influenced by the culture using language as the tool
in their learning through socialization between family
and well-informed members of the society and their
basic source of learning is behaviour and cognitive
process. (Mahn, 1999). Vygotsky believed that the
origins of thinking relate to society and that cognitive
development can not be detached from the instance
of social background within which it has been
submerged. (Allman,2020) . Hofstede theory of
culture elaborates on the influence of the culture of
society on the values of its members and the way
those values connect to behaviour. Hofstede in his
theory highlights five dimensions of culture, the Power
Distance Index (PDI), Individualism (IDV), Masculinity
(MAS), Uncertainty avoidance index (UAI), and Long
term orientation (LTO). (Traquandi, 2016) The
current study discusses the cultural influences on the
human mind. Hofstedes Long Term Cultural
Dimension states long-term orientation values are
preserved whereas short-term orientation values are
respected for traditions and societal commitment.
Long-term orientations refer to the practices, societies
adhere to and internalize as their value. Lev Vygotsky's
cultural theory points such societal values which
become part of the culture and gradually influence the
cognitive level of the Individual (Vasileva, 2019) which
directs the human mind to forth set cultural thinking
pattern.
Methodology
This study aims to investigate the impact of socio-
culture on the critical thinking ability of students and
the assessment of the ability of students belonging to
two different groups i-e. public and private. To address
the question as per the nature of the study which
requires an in-depth analysis of thinking pattern and
their comparison, the Concurrent Triangulation
Design (Creswell, Plano, Gutmann, Hanson. 2003) is
adopted which is used to "obtain different but
complementary data on the same topic to get the best
understanding of the research problem." (Morse,
1991) also to validate the result derived from
employing either approach (Qualitative and
Quantitative) in the same time frame. All
undergraduate students of universities are the
population of this study. Participants for this study were
selected from higher education institutions in Karachi
city via a purposive sampling technique. 20 students
from the social sciences department of Public and
private universities were taken as respondents and for
the quantitative study n=80, students were taken
from both public and private universities. The research
instrument for the study was essay writing and a
questionnaire. Qualitative data were analyzed through
an essay writing assignment adapted (Ennis- Weir,
1985) and a questionnaire was developed by self-
developed by the researcher. The quality of
admissibility of research is the prime requisite (Burns,
1999). In qualitative, 'Reality is holistic,
multidimensional and everchanging.' (Meriam, 1996)
this entails the checking of a tool at multiple stages.
Validity was ensured through the Triangulation of data
and the Content validity of the tool was established
through reviews and opinions of experts in the fields.
For assessment of the reliability of the qualitative study,
the internal reliability of the tool was assessed through
peer examination, a method used to apply other
researchers' derived results. (Lecompte and Goetz,
1982) and for the quantitative tool, reliability was
ensured through Cronbach alpha. This study is
primarily under the qualitative paradigm but to
strengthen and obtain a detailed understanding of
students' critical thinking backed by their socio-cultural
backgrounds quantitative approach has been adopted.
For the corroboration and confirmation of the result
of both quantitative and qualitative, the Convergence
Amber Zehra, Ajab ali Lashari and Afshan Naz
48 Global Sociological Review (GSR)
model is used in which "the researcher collects and
analyzes both the data separately on the same
phenomenon and results are converged." (Creswell
1999). For analysis of qualitative data Enis Weir Critical
Thinking, Assessment Essay test was assessed under
the standards. Study tools were piloted on the group
of students from a sample of respondents. They
served both tools quantitative and qualitative.
Ambiguous and ineffective questions were omitted
from the questionnaire.
Setting and Procedure, Students' Characteristics
This study was conducted in Public and private
institutions. The students of the social science
department were the respondents. For the qualitative
segment, participants comprised (n=10) whereas for
the quantitative there were (n=80). Students belong
to two different class systems and ethanoic groups as
described as public and private universities.
Data was collected from the researcher in
person, Data collection period took one week as
there was the time of examinations in universities.
Each participant was served tools and sheets to write
an essay about a topic related to a social issue.
Students have described the purpose and procedure
of the study.
CT is the analyzing, inferring, reasoning, judging
and evaluating. (Paul, Elder. 2009). It is about the
profound competencies and control of the use of
these sets of skills. Students' ability to think was judged
according to the assigned tasks. For assessment of
essay, Enis- Weir critical thinking essay tests, 1985.
(Edwards, 2017). This Qualitative tool (essay writing)
aimed to measure competence suggested by Enis and
Weir such as "a)getting the point, b) setting reasons
and assumptions, c) stating one's point, d) offering
good reasons, e) seeing other possibilities, f)
responding appropriately to and/or avoiding
argument." (Ennis, weir 1985)
Data Analysis
The current study 'Analyzing the Impacts of Socio-
Culture on critical thinking in Higher Education"
intends to predict the influences of Socio-Culture on
the critical thinking of students and also compare the
critical thinking ability of students of Public and Private
Institutions.
The analysis of collected data has been carried
out through Qualitative as well as Quantitative
techniques. In this research study data was collected
from the students of higher education. There were 43
participants from the public sector and 37 students
from the private sector from the Department of social
sciences (Education).
Qualitative Data
For the qualitative study, the critical thinking Essay test
was adapted from the Ennis- weir critical thinking
assessment test. Under the prescribed competencies
of an essay by Enis-Weir (1985), the test is "Getting
the point, seeing the reason, stating one's point,
offering a good reason, seeing other possibilities, and
responding appropriately." Students responded in
their essays with the following:
Table1
Test Score of CT Essay Test
Competencies
G1
G2
Getting the point
10
10
Seeing the reason
3
7
Stating one's point
5
8
Offering good reason
5
9
Seeing other possibilities
8
7
Responding appropriately
---
5
3.1
4.6
Table 1 represents the test score of two groups Group
1(Public) and Group 2 (Private ) represent the
competency level between both groups as both
groups were able to identify the main theme of the
topic of the say therefore, they got the same score. At
the same time, students got a varied score in the
second theme seeing the reason. Group B (private )
mentioned multiple reasons related to social issues
and highlighted the interrelated causes and the actual
reason behind the phenomenon. Students in group B.
Analyzing the Impact of Socio-Cultural Status on Critical Thinking among University Students
Vol. VIII, No. II (Spring 2023) 49
suggested various alternative possibilities for the
solutions to the problems. In contrast, they pointed
out various issues and suggested solutions but they did
not explain the root causes, and responses and
expressed their viewpoint in the essay. Group A show
moderate to low competence in developing an essay.
Critical Thinking Essay Test Score
Table 2
Mean Score of CT Essay Test
Essay writing Competency
(n)
Public
private
Mean
20
3.1
4.6
3.85
The mean score of the CT Essay test shows a satisfactory level of critical thinking essay test by Group B which is greater than
Group A. This shows there is a high competency level of students in the private sector as compared to the Public sector.
Quantitative Data
Reliability Statistics
Cronbach's Alpha
No of Items
.717
28
Table 3
Reliability Analysis (Independent sample t-test)
Group Statistics
Sector
N
M
SD
Std. Error Mean
CS
Public
37
3.6757
.30495
.05013
Private
43
3.7674
.43477
.06630
Table 4
T-test
Levene's Test for
Equality of Variances
t-test for Equality of Means
F
Sig.
t
df
Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower
Upper
CS
Equal
variances
assumed
.864
.356
-1.076
78
0.028
.09177
.08530
-.26158
.07805
Equal
variances not
assumed
-1.104
75.111
. 0.027
.09177
.08312
-.25735
.07382
An independent sample t-test was computed to assess
the difference in critical thinking ability of
undergraduate students of the Public and private
sectors by using SPSS. Findings of Public (M=3.67,
SD=0.30) and Private (M=3.7, SD=0.43) t (78) = -
1.076, p=(0.285) suggest that there is a significant
difference in critical thinking ability between public and
private sector students. Therefore, we reject the null
hypothesis. (H =µ1≠µ2) as the table value (0.285) is
higher than the criterion value 0.05 (0.028 < 0.05)
and will reject the null hypothesis that there is no
significant difference between Public and private sector
students in terms of Critical thinking ability. (H= µ1
=µ2).
Amber Zehra, Ajab ali Lashari and Afshan Naz
50 Global Sociological Review (GSR)
Discussion
The study conducted on
the
assessment of the critical
thinking ability of students with the perspective of
socio-culture revealed a considerable difference. The
study based on Mix methodology took the sample size
required to justify both approaches and to derive data
support to findings. Research question "Does the
socio-cultural status have any impact on the Critical
Thinking ability of students?
The study findings through essay writings reveal
that students of the public sector can identify or point
out the problem and suggest multiple suggestions but
they show little understanding towards predicting and
linking the root causes of the challenges of the social
issues for example one of the student highlighted
Overpopulation and lack of education are the main
reason of poverty. Whereas students could describe the
relationship between issues and causes. Besides they
could demonstrate their broader perspectives by
discussing their writing about the country's economic
and social challenges. Group B Private students show
their competency by highlighting the country's
economic condition, institutional dynamics, and their
impact on other institutions and finally on individual
lives.
Is there any significant difference in critical thinking
ability among the students of Public and Private sector
university students?
The answer to the question was derived
statistically and results show a significant difference in
both groups. There is a dire need of teaching students
of both institutions the simultaneous standards
because this is the ultimate need of the country.
Students belonging to different cultures can not
influence and alter their backgrounds but the
institutions can make a difference by changing the
system. Revisiting educational standards help in
enabling students to address social challenges and raise
their voice against the evil of society.
The current study discusses the cultural influences
on the human mind. It relates to Hofstedes’ Long
Term Cultural Dimension which, states long-term
orientation values are preserved whereas, short-term
orientation values are respected for traditions, and
societal commitment. Log term orientations refers to
the practice, societies adhere to and internalize as their
value. Lev Vygotsky's cultural theory points to such
societal values, which become part of the culture and
gradually influence the cognitive level of the Individual,
which directs the human mind to forth set cultural
thinking pattern.
Summary
The current study 'Analyzing the impacts of socio-
culture on critical thinking in Higher Education" intends
to predict the influences of socio-culture on the critical
thinking of students and also weigh up the critical
thinking ability of students of Public and Private
Institutions.
The analysis of collected data has been carried
out through a Mixed Method Approach, Under which
the Convergence model was adopted to carry out the
research project. The findings after analysis of collected
data through triangulation technique rejected the Null
Hypothesis that there was no significant difference in
critical thinking between students of public and private
institutions and concluded that there is a significant
difference in Critical thinking ability between the
students of Public and Private Institutions have proved
that socio-culture, influences the cognitive level and so
the critical thinking ability of students.
Conclusion and Recommendations
Socio-cultural influences on critical thinking are evident
from the study and its findings have also proved the
difference. The students of Public and Private
Institutions have proved that socio-culture, influences
the cognitive level and so the critical thinking ability of
students. Critical thinking is the deliberate, self-
activating judgment resulting in decoding and
deciphering, analysing, evaluating, and inferences." In
contrast, the Socio-Cultural is "The interest in
understanding how mental processes of individuals are
influenced by culture in a society." (Facione, 1990).
The socio-culture being an independent factor,
influences the mindset of the individuals in society, and
these shared thinking patterns indirectly impact the
general issues of society, which are impossible for a
nation to be addressed. Educational institutions greatly
contribute to the cultivation of the minds of people.
The activities both curricular and cocurricular have a
strong involvement in shaping the mindset of
individuals. Higher education institutions carry on the
vision of the country and prepare not only a workforce
but also responsible citizens through academic and
non-academic activities. The results of the study
recommend the need to change the standards of
curriculum mapping and design activities that could
help impart a certain set of skills among students which
help cultivate their minds with analyzing skills to face
Analyzing the Impact of Socio-Cultural Status on Critical Thinking among University Students
Vol. VIII, No. II (Spring 2023) 51
the complex issues of a dynamically evolving world.
Further, change in curriculum designing will help in
upgrading societies of developing countries through
the participation of more sophisticated learners in
dealing with social challenges and deriving realistic
solutions to problems.
Amber Zehra, Ajab ali Lashari and Afshan Naz
52 Global Sociological Review (GSR)
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