This study investigated the impact of a collaborative learning intervention on students’ self-efficacy, social skills and knowledge toward mobile apps development. Twenty-nine undergraduate students were recruited for participation in the research study. They participated in a 12-week collaborative learning intervention. The self-efficacy for learning and performance scales from the Motivated Strategies for Learning Questionnaire and Social Skills Inventory were used to evaluate students’ self-efficacy in mobile apps development and social skills respectively. A knowledge of mobile apps assessment form was designed to assess a student’s knowledge in mobile apps development. The results revealed that students experienced a significant increase in knowledge of mobile apps. However, collaborative learning only has a small positive effect on a student’s self-efficacy and social skills. Implications for practice and research are provided for future study. Copyright © 2017 Science and Education Publishing.
|Journal||American Journal of Educational Research|
|Early online date||Jan 2017|
|Publication status||Published - 2017|
Bibliographical noteLaw, Q. P. S., So, H. C. F., & Chung, J. W. Y. (2017). Effect of collaborative learning on enhancement of students’ self-efficacy, social skills and knowledge towards mobile apps development. American Journal of Educational Research, 5(1), 25-29.
- Social skills
- Collaborative learning
- Knowledge of mobile apps