Effect of Face to Face Collaborative Learning Approach on Motivation to Learn Social Studies in Relation to their Cognitive Style

The present study investigates the effect of face to face collaborative learning approach on motivation to learn social studies in relation to their cognitive style. The sample of 120 students of 7th class taken from two different schools of Balachaur, Shaheed Bhagat Singh Nagar, affiliated to Punjab School Education Board, SAS Nagar. Instructional material based on face to face collaborative learning approach were prepared and implemented to the experimental group after pre-testing. The gain scores were computed after post- test for all the students. Motivation to learn Social Studies scale and Cognitive style inventory were also administered. The data was analyzed statistically with the help of mean, SD and analytical variance. A two way (2×2) analysis of variance was used to arrive at the following conclusions: (i) face to face collaborative learning approach group was found to attain significantly higher motivation to learn scores as compared to control group. (ii) Motivation to learn social studies scores of students with different cognitive style was found not significant, (iii) No significant interaction effect was found between face to face collaborative learning approach and cognitive style groups on the motivation to learn social studies.