The Effect of Navigation Structure in Electronic Courseware and Self-regulated Learning on achievement and Satisfaction in Instructional Design for Undergraduate Students

Abstract

This study aims at identifying the effects of navigation structure in electronic courseware, and student self-regulation level on achievement in instructional design and satisfaction towards learning environment for undergraduate students. A quasi-experimental (3x3) factorial ANOVA design used to explore the main effects the independent variables. Two hundred nineteen respondents selected from third class undergraduate students in the faculty of education at Ablaba University. The respondents randomly assigned into one of three treatment groups varied in navigation structure. The treatment group used linear, hierarchical, and network navigation respectively. The tools consist of, achievement test, student's satisfaction scale, and self-regulation scale. The results showed that high-level self-regulated learners outperformed low-level self-regulated learners in achievement, and in satisfaction scale. There were no significant differences for the three treatments; the navigation structure employed in this study had no effect on participants’ learning and satisfaction. A significant interaction seen between leaning self-regulation skills and navigation structure. High-level self-regulated learners learn better from hierarchical navigation and less with linear navigation weak-level self-regulated learners learn better with linear navigation and weak with hierarchical. However, the network navigation structure mediate the two other navigation structure for all treatment group.

Keywords: Navigation structure, Courseware, Self-Regulated Learning, Satisfaction, Achievement