Michael Ayodele FAKOMOGBON, Hameed Olalekan BOLAJİ

4347

Effects of Collaborative Learning Styles on Performance of Students in a Ubiquitous Collaborative Mobile Learning Environment

Effects of Collaborative Learning Styles on Performance of Students in a Ubiquitous Collaborative Mobile Learning Environment

Collaborative learning is an approach employed by instructors to facilitate learning and improve learner’s performance. Mobile learning can accommodate a variety of learning approaches. This study, therefore, investigated the effects of collaborative learning styles on performance of students in a mobile learning environment. The specific purposes of this study are to: examine the difference in the performance of students in mobile learning platform; examine the difference in performance of students in the five collaborative learning styles; examine the significant difference in performance between collaborative and non-collaborative learning styles; and determine the effect of collaborative learning style on student’s performance in a mobile learning platform. Purposive sampling technique was used to choose 36 secondary school students as the sample. The study adopted a pretest-posttest experimental approach and subjects were randomly assigned into the five collaborative and one non-collaborative learning group. The groups were exposed to mobile learning on the mole concept (MLMC) in Chemistry. The results showed that there was significant gains regarding the difference between pretest and posttest scores of students in the mobile learning experience, and think-aloud-pair problem-solving technique is the most effective collaborative learning style. Also, all the collaborative learning styles are more effective for learning in a mobile learning environment compared to non-collaborative learning style.
Keywords:

Collaborative learning, Mobile learning, Ubiquitous learning Academice performance, Mole concept,

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Contemporary Educational Technology-Cover
  • Başlangıç: 2010
  • Yayıncı: Prof. Dr. Ali Şimşek
Arşiv
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