Achievement of learning in computer environments: Self-efficacy, goals and cognitive style

Abstract

This study examined the effect of a computing environment that incorporates

a module to enable the academic efficacy on goal setting,

self-efficacy and learning achievement of elementary students learning

to solve problems with fractional numbers, individually and in pairs.

The interaction between these variables and the cognitive style, in the

field dependence-independence dimension, was explored. 50 fifth

graders of a public institution participated in this research. The EFT

(Embedded Figures Test) was used to measure cognitive style. Academic

achieving was assessed with the computing environment. Similarly, the

goals formulated by the student were recorded in the software. Selfefficacy

was measured using the MSLQ test. For the treatment of the

data, a MANCOVA was performed. Results showed, higher goal setting

for students working in pairs, compared to those working individually.

Moreover, field independent students set more demanding goals for

themselves than their field dependent peers; no significant differences

were found for learning achievement between students from different

cognitive styles. Regarding efficacy, there were no significant differences

between students who interacted individually and in pairs. This way, it

is possible to conclude that efficiency modules on the achievement of

individual learning; however, self-efficacy was favored equally in individual

work and in pairs.