Effect of web 2 0 technology based instruction on problem solving ability collaboration skills and academic motivation of xi graders in relation to their learning approaches

Abstract

This study examined the effect of web 2.0 technology-based instruction on problem solving ability, collaboration skills and academic motivation on a sample of 141 XI class political science students from government model senior secondary schools of Chandigarh. The investigation utilized quasi-experimental method with non-equivalent pre-test post-test control group design. Two intact groups of the XI class Political Science students were randomly assigned to the experimental and control group and students in both groups were also classified on the basis of their learning approaches after administering Revised Two Factor Study Process Questionnaire (R-SPQ-2F) (Biggs et al., 2001). The experiment was conducted for around three and half months. The experimental group was exposed to web 2.0 technology-based instructions. The control group was exposed to conventional method of teaching. The lesson plans and tool for assessing all three dependent variables were developed by the researcher. Descriptive analysis was done through means, SD, skewness and kurtosis and further data was analysed using two-way analysis of co-variance (ANCOVA). the pre-test scores were taken as covariates. Major findings revealed that web 2.0 technology-based instructions had significant effect on problem solving ability, collaboration skills and academic motivation of the students. Learning approaches had significant effect only on problem solving ability and not on other two variables. Also, no significant interaction effect was found between both independent variables for any of the dependent variables. This study implies the use of technology as a means and not as an end therefore suggests to upskill the teachers and educates the students for inculcating web 2.0 platforms effectively and efficiently in our education system. newline