The effect of using cooperative as opposed to traditional learning strategies on students’ motivation and computer skill acquirement

• Main Author: Riyadh Abdulrahman Alhassan
• Format: Article
• Language: Arabic
• Published: King Saud University 2013-05-01
• Series: Journal of Educational Sciences
• Subjects: Cooperative learning; Computer Skills; Self-Efficacy.; Self-Efficacy
• Online Access: https://jes.ksu.edu.sa/sites/jes.ksu.edu.sa/files/v25n22013-6.pdf
• ISSN: 1658-7863; 1658-7677

Previous studies have illustrated that cooperative learning strategies have a positive effect on students' higher order thinking, and problem solving skills. Yet, there are not sufficient studies that explore the effect of these strategies on computer skill achievement. The purpose of this study was to examine the effect of cooperative learning strategies on computer skill achievement. A qusi-expermental methodology was used to compare two groups of students, a control group learning through traditional strategies, and an experimental group learning using cooperative learning strategies. The study answered three main questions: 1) the effect of cooperative learning on motivation, 2) The effect of cooperative learning on students’ strategy use outside the classroom, and 3) The effect of cooperative learning on computer skill achievement. Data were gathered through a pre- and post-test, and the MSQL questionnaire. Findings from this study showed significant differences between the two groups on all research questions in favor of the cooperative group. Overall, cooperative learning was shown to promote better student computer skill achievement. The study concluded with recommendations for teacher preparation programs to include cooperative learning in their practical curriculum, and for curriculum designers to incorporate those strategies in the computer science curriculum.