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The effect of technology-supported collaborative problem solving method on students’ achievement and engagement

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Abstract

This study aimed to determine the effect of web 2.0 technologies supported collaborative problem solving method on students’ achievement and engagement. A pretest–posttest quasi-experimental design was implemented. A total of 94 students who registered to the Object-Oriented Programming I-II courses participated in the study. Three groups were randomly assigned to the conditions. The collaborative problem solving method was used in the experimental groups and one of them was supported with web 2.0 technologies whereas the other group was supported with desktop software and face to face communication. The comparison group was taught with traditional methods. The results indicated that there was a significant difference between the experimental groups and the comparison group in terms of achievement. The academic engagement was examined in two subfactors as active learning and collaborative learning. In terms of active learning engagement, the results indicated that a significant difference exists between the experimental groups while the students’ levels of collaborative learning engagement in the experimental groups were significantly higher than the students’ in the comparison group. Based on the results, a set of implications were presented.

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The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

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  1. Department of Computer Technologies, Vocational School of Distance Education, Afyon Kocatepe University, 03200, Afyonkarahisar, Turkey

    Erhan Unal

  2. Department of Computer Education and Instructional Technology, Faculty of Education, Gazi University, 06500, Ankara, Turkey

    Hasan Cakir

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  1. Erhan Unal
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Unal, E., Cakir, H. The effect of technology-supported collaborative problem solving method on students’ achievement and engagement. Educ Inf Technol 26, 4127–4150 (2021). https://doi.org/10.1007/s10639-021-10463-w

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