E-learning modules supported by cooperative learning: Impact on Arabic language achievement among Qatar University students

This research aimed to investigate the impact of e-learning supported by cooperative learning on students' achievement in the core Arabic language course (ARAB100) delivered through the Blackboard system at Qatar University, State of Qatar. The
activity theory
was the basis for the design of the study which employed a 2 × 2 quasi-experimental factorial design to investigate the interaction between the independent variables of the research: e-learning supported by cooperative learning (EL+CL) and e-learning not supported by cooperative learning (EL − CL) with gender as a moderator variable and achievement in the Arabic language as a dependent variable. An achievement test was developed and administered to a sample of 170 undergraduate students (85 male and 85 Female) majoring in different subjects from seven colleges of the University over a 10-week period. Analysis of the findings by the two-way ANCOVA procedure was used to examine the three postulated hypotheses. The findings of this study showed that students assigned to the e-learning modules supported by cooperative learning (EL+CL) mode attained significantly higher adjusted mean scores on Arabic language achievement than students working on the e-learning module that were not supported by the cooperative learning (EL − CL) mode. Male students attained significantly higher adjusted mean scores on the achievement test than females using the same modules. No significant interaction effect was detected between e-learning modes and gender on achievement. In conclusion, the principles of the activity theory need to be considered when designing e-learning modules supported by cooperative learning activities in order to promote Arabic language learning.