The comparison of learning strategies, computer anxiety and success states of students taking web-based and face-to-face instruction in higher education

Abstract

The aim of this research is to put forward the relationship of students' success with learning strategies and computer anxiety of students taking Web-based and face-to-face instruction higher education. In the equalized control group in the present study, the semi-experimental model was used. There were 31 students in one group taking Web-based instruction and 22 students in the other group taking face-to-face instruction. The research data were obtained from three scales - which were Cognitive Learning Strategies Scale, Metacognitive Learning Strategies Scale and Computer Anxiety Scale - and from Success Test. Before the application, these scales and the success test were given as pre-test to the students who were in experiment group, and at the end of the application, they responded to the same scale as post-test. At the end of the application, it was found that there was no significant difference between the average scores of students - taking Web-based and face-to-face instruction - regarding cognitive and metacognitive learning strategies. However, there was a significant difference between the average scores of students - taking Web-based and face-to-face instruction - regarding learning anxiety and success in favor of face-to-face instruction group.