Effect of Motivational Scaffolding on E-Learning Environments: Self-Efficacy, Learning Achievement, and Cognitive Style

Journal of Educators Online. 500 University Drive, Dothan, AL 36303. Web site: http://www.thejeo.com

Y

14

Scaffolding (Teaching Technique); Electronic Learning; Self Efficacy; Cognitive Style; Mathematics Education; Pretests Posttests; Motivation Techniques; Technology Education; Design; Multivariate Analysis; Experimental Groups; Control Groups; Questionnaires; Cognitive Tests; Undergraduate Students; Instructional Effectiveness; Teaching Methods; Foreign Countries; Learning Strategies; Statistical Analysis

Embedded Figures Test; Motivated Strategies for Learning Questionnaire

1547-500X

The present research studies the effects of motivational scaffolding that favor self-efficacy and improve learning achievement in students with different cognitive styles in the Field Dependence/Independence (FDI) dimension, when they interact in an e-learning environment on mathematics. The research has an experimental design with two groups and a posttest. One group of students interacted with an e-learning environment that contained the motivational scaffolding within its structure and the other group interacted with a computational environment without the scaffolding. The results showed significant differences in learning achievement and academic self-efficacy attributable to the effect of the scaffolding. In addition, it was found that the interaction with the computational environment neutralized cognitive style effects.

As Provided

59

2018

EJ1168944