Effects of Moodle as an E-learning tool on enhancing study skills of Bahraini student teachers

Abstract EN

In this paper, we investigated the effects of teaching physical sciences according to Moodle LMS on students' study skills.

The sample consists of two groups of students who were enrolled in a physical sciences course offered at the foundation year of Bahrain Teachers College at the University of Bahrain.

One of two sections of this course was randomly assigned as an experimental group (N=20); while the other was considered as a control group (N=27).

The control group was taught traditionally using in-class instruction with focus on the textbook and screen/LCD projector from time to time.

Quizzes and paper assignments were frequently used.

The same content in the textbook has been used for the experimental group but in an electronic format utilizing the researchers e-leaming platform and the interactive website in a blended environment.

Strong emphasis was given to online learning.

Moodle as an LMS, which was released in the second semester of 2012, was utilized for the delivery of the course requirements.

A validated scale consisting of 60 items covering nine dimensions of study skills were administered to the two groups before and after the treatment.

These dimensions were the following: organization and planning, motivation for learning, using people & resources, essay writing, preparation for exams, effective listening, note taking, reading for learning, and handling worries.

Statistically significant differences between the two groups were found on the pretest.

Consequently, the Multivariate Analysis of Covariance were used for data analysis of the post test controlling the differences on the pretest.

The differences between the experimental and the control groups in their performance on the post test appears statistically significant on all dimensions.

All of these differences were in favor of the experimental group.

Moreover, the experimental group has gained in post test performance compared with pretest on six of the nine study skills dimensions.

These were: organization and planning, motivation, using people and resources, preparation for exams, note taking, and handling worries.

No differences were found on reading for learning, and a decline appeared on two dimensions, which were: essay writing and effective listening.