Effects of metacognitive strategy training within a cooperative group learning context on computer achievement and anxiety: An aptitude-treatment interaction study.

Abstract

Two aptitude-treatment interaction studies examined the comparative effects of metacognitive strategy training in self-questioning within a cooperative group learning context and a traditional direct instruction approach, on the acquisition of computing competencies, learning anxiety, and positive cognitions. When prior competence in using computers is controlled, students' initial aptitudes interact significantly with teaching method. Cooperative groups scored significantly better on achievement tests, self-concept, and sense of control-mastery than did the direct instruction groups. Paradoxically, for the initially high-anxious learners, some aspects of computing anxiety remained high in the cooperative group relative to the direct instruction group, suggesting that anxiety may facilitate learning.