Main Article Content
Abstract
The emergence of constructivist approaches to learning and the accessibility of the Internet has led to the integration of online learning in classroom teaching. In the present study, an attempt was made to determine the effect of Online and Face to face collaborative learning strategies on achievement of 9th class students in English. Initially, a sample of 99 students was randomly distributed to the two groups: 40 students in Experiment group I (online collaborative learning strategy; OCLS) and 59 students in Experiment group II (Face to face collaborative learning strategy; F2FCLS). Both the groups were exposed to treatment for a period of 40 days in the selected topics in English. Descriptive statistics was computed to study the nature of distribution of data. The one-way ANOVA for inter group differences among the groups having different instructional strategies on gain scores obtained “F” ratio as 7.43 and p-value 0.0075(<.05), hence the gain score between to instructional strategies is significant at 5% level of significance. Thus, it may be concluded that teaching through online collaborative learning strategies gives better results than teaching through face to face collaborative learning strategies.