Collaborative Group Activities in the Context of Learning Styles on Web 2.0 Environments: An Experimental Study

Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/

Y

14

Group Activities; Cooperative Learning; Electronic Learning; Cognitive Style; Web 2.0 Technologies; Instructional Effectiveness; Academic Achievement; Student Attitudes; Secondary School Students; Grade 6; Computer Science Education; Thinking Skills; Public Schools; Measures (Individuals)

2148-6123

The aim of this research is to determine the learning styles of Web 2.0 based collaborative group activities; to examine the effects on academic achievement, online cooperative learning attitude level, computer thinking skill level. The research was carried out with a quantitative method and a pretest-posttest control group quasi-experimental design was used. Data were collected through Computational Thinking Skill Level scale, Online Cooperative Learning Attitude Scale and academic achievement test. The research was conducted for 10 weeks in the 2019- 2020 academic year, within the scope of Information Technologies and Software course, with 83 6th grade students. The experimental group consists of 43 students and the control group consists of 40 students. In the research, one of the learning style theories, Kolb Learning Style model was used. In the experimental group, Web 2.0 based activities developed by the researcher were applied and the experimental group students produced content with Web 2.0 tools. In the control group, the lesson was taught in the way the current program suggested in schools. As a result, a meaningful difference was determined between students' academic achievement scores, online cooperative attitude levels, computer thinking levels and learning styles. According to these variables, the students with the discriminating learning style show the highest success. In addition, as a result of the research, it was determined that there are some features and developments other than the learning style feature in students. Learning environments other than the learning path of the learning style can be provided. Similar studies can be conducted by using the learning style inventory based on different theories.

As Provided

2021

EJ1283498