The effect of online collaborative learning on cognitive and affective aspects of pre-university economic students

Abstract

Today’s rapid development of technology demands that educators adapt to the current situation by integrating technology. The National Digital Plan was launched to help students cope with the new learning norms. A balanced student is not only measured by academic achievement but also includes affective aspects such as interest, self-efficacy, and attitude. Official reports found the achievements of economics students to be unsatisfactory. The problem is indirectly related to the student's affective aspects. Collaborative learning approaches have been identified to help develop the cognitive and socio-emotional aspects of students. Therefore, the purpose of this study was to test the effect of online collaborative learning on the cognitive and affective aspects of students based on the learning approaches tested. The quantitative research approach used a quasi-experimental design, which involved 207 respondents from Form Six students selected through cluster random sampling. The research instruments used were achievement tests and questionnaires. ANCOVA and ANOVA analyses showed online collaborative learning had an effect on students' non-cognitive aspects compared to the cognitive aspects. Stakeholders should strengthen the use of technology to transform digital education in the country. This study implied that teachers and students should be prepared to face the increasingly challenging digital learning environment post-pandemic.