Impact of the different control styles (Externally directed and Self-directed) in interactive eBooks design on students' cognitive achievement and attitude towards it

Document Type : Original Article

Author

Faculty of Education, Fayoum University, Egypt Arab Open University, AOU, Oman Branch

Abstract

The present study aims to measure of the difference between the use of the teacher-directed control style and the total control style through self-learning by students in the use of interactive eBooks. It also aims to design a tool in the form of an interactive eBook applicable by students either in the form of self-learning or teacher-directed learning to identify the impact of the used tool. The semi-experimental approach has been used to conduct this study. The study group consisted of 24 students from the 11th grade for the academic year 2016/ 2017, second semester, in one of the public schools in Muscat Governorate. The sample consisted of 12 students in the first experimental group “total control through self-learning” and 12 students in the second experimental group "teacher-directed control." The researcher used the following tools: interactive e-book, achievement test, and measurement of attitude towards interactive e-books.
The results of the study showed the following:

There were statistically significant differences at (0.05) between the mean scores of the two experimental groups between the pre and post measurement of the achievement test in favor of the post-test.
There were no statistically significant differences between the post-test of the two experimental groups including overall control and directed control in favor of directed control.

There were statistically significant differences between the mean scores of the two experimental groups, total control and directed control, in favor of directed control in the attitude towards interactive e-books

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