Influence of a Metacognitive Scaffolding for Information Search in B- learning Courses on Learning Achievement and Its Relationship With Cognitive and Learning Style

Abstract

The research’s objective is to evaluate the differential effect that a metacognitive scaffolding for information web searches has on learning achievement of high school students with different cognitive style in the field dependence and independence dimension and on learning style in the dimension proposed by Honey and Alonso known as CHAEA. One hundred and four students from a school in the city of Bogotá, Colombia participated in the study. The research was quasi-experimental and was conducted with three 10th-grade groups, which worked with three scaffolding versions: fixed, optional, and without scaffolding. A multivariate analysis of covariance established that the fixed scaffolding favored learning achievement. Regarding cognitive style in the field dependence and independence dimension, the findings allow to conclude that the field independent students exhibited better academic performances in the presence of a fixed scaffolding when compared with the field dependent students. In addition, a positive interaction was identified between cognitive style and the scaffolding that drives learning achievement. However, learning style did not have any effect on academic achievement.