Effect of Web Based Instructional Strategy on Achievement in Computer Science in Relation to Computer Anxiety

The present study investigates the effect of web based instructional strategy on achievement in computer science in relation to computer anxiety. The sample consisted of 120 students of XI class from two private schools of Amritsar city affiliated to CBSE, New Delhi. The achievement test in computer science consisting of 60 items and computer anxiety scale developed and standardized by investigator to categorise students into high, average and low computer anxiety students were used to collect the data. The experimental group was taught with the help of website constituting lessons on various topics from the CBSE syllabus of computer science subject of class XI and the control group was taught by conventional mode of instruction. Descriptive statistics techniques such as Mean, and S.D were used in the analysis of data. F-ratio and t-test were employed to find significance of difference between means related to different groups and variables. The data was analysed using 2×3 Analysis of Variance and following conclusions were drawn: (i) The performance of group taught through web based instructional strategy was found significantly higher as compared to control group. (ii) The performance of low computer anxiety groups was higher than that of the high and average computer anxiety groups. (iii) There was significant interactional effect between instructional strategies and computer anxiety on achievement in computer science.