Effect of online and face to face collaborative learning stratagies on achievement in english in relation to motivational beliefs and metacognition

Abstract

This study examined the effect of Online and Face to Face to face Collaborative Learning Strategies on achievement in English of 9th graders in relation to motivational beliefs and metacognition. A randomly selected sample of 163 students of Govt. CBSE schools of Chandigarh, were randomly assigned to two experimental groups and one control group. Experimental group 1 received the intervention of Online Collaborative Learning Strategies; Experimental group 2 was instructed through Face to Face Mode of Collaborative learning Strategies; while the conventional teaching group was taught through traditional method of teaching. A pre-test and post-test factorial design was employed. A 3×2×2 Analysis of Variance was computed to analyze the data. The overall results indicated: (i) significant difference in the mean achievement scores of the three groups, OCLS being the highest and CT as the lowest in achievement; (ii) students mean achievement scores showed a significant difference with regard to low and high motivational beliefs, but not in the case of low and high metacognition; (iii) motivational beliefs and metacognition showed no significant interaction on students achievement in different teaching strategies i.e. OCLS, F2FCLS and CT; (iv) a significant interactional effect between motivational beliefs and metacognition on students achievement was found; (v) a significant interactional effect was observed among the three instructional strategies, i.e. OCLS, F2FCLS and CT and two classifying variables i.e. motivational beliefs and metacognition. The study can be taken further by doing qualitative analyses of collaborative groups and also by using advanced software for student collaboration. newline