Effect of online and face to face collaborative learning strategies on students satisfaction knowledge construction and achievement in economics in relation to meta cognition

Abstract

The present study explored the effect of online and face to face collaborative learning strategies on students satisfaction, knowledge construction and achievement in Economics in relation to meta-cognition. The students of experimental group-I were taught through online collaborative learning strategy, experimental group-II taught through face to face collaborative learning strategies and the control group was taught through traditional teaching strategy. The sample for the study comprised of 300 students from schools of Amritsar comprised of 11th class students from three different schools of Amritsar District affiliated to Central Board of Secondary School Education, New Delhi. The students satisfaction scale, knowledge construction scale, achievement test and instructional material in Economics were developed by the investigator. A three way Analysis of Variance (3×3) were employed on the gain scores of students satisfaction, knowledge construction and achievement in Economics of the students. The following results have been found such as (i) The online and face to face collaborative learning strategies students expressed significantly higher on gain scores of students satisfaction, knowledge construction and achievement in Economics as compared to traditional teaching strategy (ii) It was further found that the gain scores of students satisfaction, knowledge construction and achievement in Economics scores among students of high, average and low meta-cognition groups vary significantly different from one another (iii) However, there was no significant interaction effect was found between instructional strategies and meta-cognition on gain scores of students satisfaction, knowledge construction and achievement in Economics. The present study provides many useful implications for educational planners, educators, teachers and parents may use the collaborative learning strategy as a complement to their teaching process in order to enhance student s meta-cognition.