EFFECTS OF METACOGNITIVE STRATEGY TRAINING WITHIN A COOPERATIVE GROUPLEARNING CONTEXT ON COMPUTER ACHIEVEMENT AND ANXIETY - AN APTITUDE-TREATMENT INTERACTION STUDY
V. Mcinerney et al., EFFECTS OF METACOGNITIVE STRATEGY TRAINING WITHIN A COOPERATIVE GROUPLEARNING CONTEXT ON COMPUTER ACHIEVEMENT AND ANXIETY - AN APTITUDE-TREATMENT INTERACTION STUDY, Journal of educational psychology, 89(4), 1997, pp. 686-695
Two aptitude-treatment interaction studies examined the comparative ef
fects of metacognitive strategy training ill self-questioning within a
cooperative group learning context and a traditional direct Instructi
on approach, on the acquisition of computing competencies, learning an
xiety, acid positive cognitions. When prior competence in using comput
ers is controlled, students' initial aptitudes interact significantly
with Leaching method. Cooperative groups scored significantly better o
n achievement tests, self-concept, and sense of control-mastery than d
id the direct instruction groups. Paradoxically, for the initially hig
h-anxious learners, some aspects of computing anxiety remained high in
the cooperative group relative to the direct instruction group, sugge
sting that anxiety may facilitate learning.