Impact Of E-Learning-Based Cooperative Learning Activities On Achievement And Communication Skills As Perceived By Undergraduate Students In Qatar University
Loading...
Date
2012-03
Authors
Hassan Ahmed, Mahmood Ahmed
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
This research aims to investigate the impact of e-learning-based cooperative learning on students’ achievement in the Arabic Language Course (ARAB100) and their perceptions of communication skills. E-learning modules were developed by the researcher with a panel of experts and delivered through the Blackboard system at Qatar University, State of Qatar. The achievement test and communication skills questionnaire as perceived by students were also developed and administered to four sections of the Arabic Language Course (ARAB100) before and after the treatment. A quasi-experimental design was used and a 2 X 2 factorial analysis was applied in this research to examine the main effect of e-learning approach as an independent variable which has two levels: e-learning with cooperative learning (ELCL) mode and individual e-learning (IEL) mode as well as the main effect of the gender as a moderator variable, on two dependent variables: Arabic language achievement and level of communication skills as perceived by students. The 2 X 2 factorial analysis also was used to examine the interaction effect between the e-learning approach and gender.
The sample consisted of 170 undergraduate students (85 male & 85 Female) from different majors at Qatar University. Descriptive and inferential statistics were used to analyze the quantitative data collected. Six hypotheses were postulated and tested using analysis of Two-way ANCOVA procedures. The findings of this research showed that students using e-learning modules with cooperative learning (ELCL) attained significantly higher adjusted mean of the post-test scores on both the Arabic language achievement and the perceptions of communication skills than students using individual e-learning modules (IEL). Male students using e-learning modules in general attained significantly higher adjusted mean of the post-test scores on the achievement test than female using the same modules. There is no significant difference between the male and female students on adjusted mean of the post-test scores on the perceptions of communication skills. Also, there is no significant interaction effect between EL modes and gender on the achievement and perceptions of communication skills. Male and female students using ELCL attained significantly higher adjusted mean of the post-test scores on both the Arabic language achievement and perception of communication skills than male and female students using individual e-learning modules (IEL).
Description
Keywords
The impact of e-learning-based cooperative learning , achievement in the Arabic Language Course