Effect of Computer supported Cooperative and Competitive Learning Strategies on achievement in Science in relation to Goal Orientation

The present study investigates the effect of computer supported cooperative learning strategy and computer supported competitive learning strategy on science achievement in relation to goal orientation, along with its two dimensions – mastery goal orientation and performance goal orientation. The study was confined to class IX science students of English medium government co-educational schools of Chandigarh, affiliated to CBSE, New Delhi. The study was experimental in nature, employing pre-test and post-test factorial design. 300 students selected by purposive multi-stage random sampling technique were divided into experimental groups – I & II and control group of composition 100 each. These groups were taught instructional material based on computer supported cooperative and competitive learning strategies and conventional teaching strategy respectively by investigators themselves. Tools used to collect data were science achievement test developed by investigators themselves, and goal orientation scale developed by Sreekala (2013). In order to analyze the data, descriptive statistics (like mean and standard deviation) and inferential statistics such as Analysis of Variance (3×3) and t-ratio were used. The results revealed statistically significant difference in favour of experimental groups (computer supported cooperative and competitive learning strategies) for increasing science achievement, in comparison to conventional teaching strategy. Further analysis revealed that the science achievement of groups taught through computer supported cooperative and competitive learning strategies was not significantly different from each other. In light of findings, the research work concludes by discussing educational implications and suggestions for future research.