EFFECT OF WEB BASED INSTRUCTIONAL STRATEGY ON ACHIEVEMENT IN COMPUTER SCIENCE IN RELATION TO SELF-REGULATED LEARNING

The present study investigates the effect of web based instruction on achievement in Computer Science in relation to self-regulated learning. The data was collected from 300 XI class students of four private schools of Amritsar City affiliated to Central Board of Secondary Education, New Delhi. The Achievement Test in Computer Science consisting of 60 items and self-regulated learning Scale was developed and standardized by investigator to categorise students into high, average and low self-regulated learning students were used to collect the data. Experimental group was taught using web based instructional strategy and the control group was taught by conventional mode of instruction. Statistical techniques such as Mean and S.D were used in the analysis of data. F-ratio and t-test were employed to find significance of difference between means related to different groups and variables. The data was analysed using Analysis of Variance (2×3) and following conclusions were drawn: (i) The achievement of group taught through web based instructional strategy was significantly higher than that of conventional method of teaching. (ii) The performance of high selfregulated learning group was significantly higher than that of average and low self-regulated learning group on achievement in computer science. (iii)There was no significant interaction effect of instructional strategies and self-regulated learning on achievement in computer science.