The effect of collaborative Web-based learning on high school students' attitudes, epistemological beliefs, and achievement /
The purpose of this study was to determine whether combining collaborative learning strategies with instruction delivered using Web-based instruction produced academic, epistemological beliefs, and attitudinal gains based on a sample of high school female students in Korea. Seventy tenth-grade fema...
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| Format: | Thesis Book |
| Language: | English |
| Published: |
[Place of publication not identified] :
[publisher not identified] ;
2001.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=729051061&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this study was to determine whether combining collaborative learning strategies with instruction delivered using Web-based instruction produced academic, epistemological beliefs, and attitudinal gains based on a sample of high school female students in Korea. Seventy tenth-grade female students participated in either the Web-based instruction (WBI) as the experimental group or the traditional instruction (TI) as the control group. Statistical analyses were conducted on all of the measures collected: pre- and post-treatment scores of the attitude questionnaire (GRAQ), pre- and post-treatment scores for epistemological beliefs questionnaire (EBQ), pre- and post-treatment scores from the concept maps, post-treatment scores for the group concept-mapping from the WBI group and TI group, and interview data for six randomly selected students who experienced the Web-based learning strategies. The research hypothesis under eleven sub-questions were tested using t-tests and ANOVA, and interview data were used in an attempt to qualitatively clarify the quantitative findings of the total sample. Results revealed that students who experienced WBI collaboratively showed a significant change in their attitude toward geography and in their epistemological beliefs after the instructional intervention, whereas students who experienced TI did not. No statistical differences were found between methods of instruction on students' achievement. There was no statistically significant interaction between the method of instruction and students' learning level on the attitudinal change, epistemological beliefs, and students' achievement. The results of this study include several other important findings. |
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| Item Description: | Vita. "Major Subject: Geography". |
| Physical Description: | xiv, 187 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 141-159). |