Using virtual learning environment in supporting the teaching of action research to enhance the learning achievement and learning participation of Bhutanese undergradate students

Abstract

This study was designed to explore the effectiveness of Virtual Learning Environment (VLE) on the learning achievement and learning participation of undergraduate students while learning introduction to action research. The study adopted a quantitative approach which was carried out for four consecutive weeks. A sample of 68 B. Ed 2nd year students were selected to participate in the study by clustered random sampling. The participants were further divided into two groups, control group and experimental group. Each group had 34 participants. The experimental group received VLE aided instructions while the control group received instructions through traditional lecture method. Instruments such as achievement tests and questionnaire were used to collect the quantitative data. After performing satisfactory validity and reliability checks, the quantitative data assembled from achievement tests and questionnaires were analyzed and interpreted. The mean difference of the posttests between the control group and the experimental group was 8.15. The significance value (p) of the posttests was 0.00, which was lower than the significant value P<0.05. This indicated that there was statistically significant difference in the posttest scores between the two groups. The result showed that the students in the experimental group had significantly higher scores than the students in the control group. This indicated that students in the experimental group performed significantly better in the learning achievement test compared to the students in the control group. The questionnaire on participation revealed that the students in the experimental group were highly involved in active learning participation while they were taught with the support of VLE. The overall mean of 4.71 out of 5 on a Likert scale indicated that the learning participation level of learners while learning introduction to action research with the support of VLE was rated as very high participation. The findings emphasized that teaching introduction to action research with the support of VLE enhanced the students’ learning achievement as well as learning participation