EFFECTS OF METACOGNITIVE STRATEGY TRAINING WITHIN A COOPERATIVE GROUPLEARNING CONTEXT ON COMPUTER ACHIEVEMENT AND ANXIETY - AN APTITUDE-TREATMENT INTERACTION STUDY

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.