The Effect of The Different Learning Styles in the Virtual Classrooms (Synchronous/Asynchronous) on Microsoft Teams on the Cognitive Achievement and Development of Motivation

Abstract

Purpose: The study aimed at revealing the impact of the different learning styles in the virtual classrooms (synchronous/asynchronous) on Microsoft Teams on the cognitive achievement and development of motivation towards learning among primary school students in the Kingdom of Bahrain. Method: The researcher used the semi-experimental approach with a design consisting of two experimental groups. The study sample consisted of 50 students equally divided into two experimental groups. For the first group, the synchronous learning style was applied, and the second used the asynchronous learning style. Results: The results of the study showed that there were statistically significant differences (α ≤ 0.05) between the mean scores of the students of the first experimental group who were taught by the synchronous learning style in the pre-test and their average scores in the post-test of the cognitive achievement test. The differences were in favor of the post-test. It was also found that there were statistically significant differences (α ≤ 0.05) between the mean scores of students in the first and the second experimental groups in the post-test of the cognitive achievement test due to the difference in the two learning styles in the virtual classrooms (synchronous/asynchronous). The differences were in favor of the synchronous learning style. The results reveals that there were statistically significant differences (α ≤ 0.05) between the mean scores of the students of the first and second experimental groups in the post test of the learning motivation scale due to the difference in the two learning styles (synchronous/asynchronous) in the virtual classrooms. The differences were in favor of the synchronous learning style. Conclusion: The study revealed that the use of the two learning styles (synchronous/asynchronous) in the virtual classrooms had a positive effect on the cognitive achievement and the development of motivation towards learning. The study also found that the synchronous style in the virtual classrooms was statistically more effective and significant than the asynchronous style.