The Comparison of learning strategies, computer anxiety and success states of students taking WEB-based and face-to-face course in higher instruction

ABSTRACTTHE COMPARISON OF LEARNING STRATEGIES, COMPUTER ANXIETYAND SUCCESS STATES OF STUDENTS TAKING WEB-BASED AND FACE-TO-FACE COURSE IN HIGHER INSTRUCTIONAdile Aşkım GülümbayDepartment of Computer Education and Instructional TechnologyAnadolu University, Graduate School of Educational Sciences, 2005Advisor: Asst. Prof. Dr. Ayşen GÜRCANThe aim of this research is to put forward the relation of students? success with learningstrategies and computer anxiety of students taking Web-based and face-to-face course in highereducation.In equalized control group semi-experimental model was used in this research. In this model,there were two experiment groups which were Web-based and face-to-face instruction groups.The study group of the research consists of two groups of students taking InformationTechnologies in Education II course which started in 102 code of BTÖ in Spring Term during2004-2005 Academic Year in Education Faculty of Anadolu University. 31 students were in thegroup, the instruction of which was Web-based and 22 students were in the group, theinstruction of which was face-to-face.The data which was needed for the research to reach its aim were obtained from tree scaleswhich were ?Cognitive Learning Strategies Scale?, ?Metacognitive Learning Strategies Scale?,?Computer Anxiety Scale? and from ?Success Test?. Before practice, these scales were given tothe students who were in experiment groups as pretest, at the end of the research, they againanswered the same scale means as posttest.Descriptive statistics, t-test, one factor and multi factor covariance analyses were used toanalyze the data obtained from the research. In the research, .05 reliance level was accepted assignificant level. SPSS 11.5 package program was used for all of the statistical analyses relatedto this research.Below are the data obtained from the research:The cognitive learning strategies of the studentsThere was not significant difference in average points of cognitive learning strategies whichwere arranged according to computer anxiety scale between students in Web-based andface-to-face instruction groups.The metacognitive learning strategies of the studentsThere was not significant difference in average points of metacognitive learning strategieswhich were arranged according to computer anxiety scale between students in Web-basedand face-to-face instruction groups.The success of the studentsThere was a 4, 52 points difference between success points of Web-based and face-to faceinstruction group, in favor of face-to-face instruction group. That is, posttest success pointsof students who were in the group of face-to-face instruction was higher than the studentswho were in the group of Web-based instruction.The computer anxiety of the students• There was not significant difference in average points of affectional anxiety which werearranged according to computer anxiety scale between students in Web-based and face-to-face instruction groups.• There was not significant difference in average points of damaging anxiety which werearranged according to computer anxiety scale between students in Web-based and face-to-face instruction groups.• But, there was significant difference, in favor of face-to-face instruction group, inaverage points of learning anxiety arranged according to computer anxiety scalebetween students in Web-based and face-to-face instruction groups.• While there was 4,14 points decrease in pretest average points of students compared toposttest average points in the group of face to face instruction, computer anxiety levelof students decreased 1,58 points in the pretest in the group of Web-based instruction.There was not significant difference in average points of cognitive and metacognitive learningstrategies between students in Web-based and face-to-face instruction groups. But, there wassignificant difference, in favor of face-to-face instruction group, in average points of learninganxiety and success between students in Web-based and face-to-face instruction groups.