Better ability to apply acquired ideas and improvement in the academic performance of the undergraduates are guaranteed at average participation in collaborative learning. In contrast, their ability to conceptualize ideas and academic performance is the same. It is worth concluding that male students applied acquired ideas/knowledge more than their female counterparts. Kruskal-Wallis H test, Independent t-test, and One-way Analysis of Variance (ANOVA) were adopted to analyse information extracted from the questionnaires. A random selection of 318 students from the Departments of Mathematical Sciences, Computer Science and Statistics were considered to respond to the instrument. A reliable and valid instrument was developed and presented in this report to measure the first two cognitive components of critical thinking (CT), a major innovation agent. conceptualization of ideas and application of acquired ideas) and the academic performance of undergraduates in three Departments at the Federal University of Technology Akure (FUTA), Nigeria. This study presents the influence of collaborative learning on the first two cognitive components of critical thinking (i.e. An active engagement involving undergraduates working together to solve problems is unrestrained nowadays.
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