The Effect of Electronic Education on Achievement Motivation and Metacognition among Students

Abstract

This study aimed to compare achievement motivation and metacognition between students receiving electronic education and those receiving conventional education in language institutes in Bojnord. This study employed a descriptive causal-comparative design. The statistical population consisted of students enrolled at Khaneh Zaban Institute, which provided electronic education, and Melal Language Institute, which provided conventional education, in Bojnord during the 1405 academic year. A total of 60 students were selected through convenience sampling, including 30 students from the electronic education institute and 30 students from the conventional education institute. Data were collected using the 30-item Metacognitions Questionnaire (MCQ-30) developed by Wells and Cartwright-Hatton and McInerney’s 45-item Academic Achievement Motivation Scale. The assumptions of homogeneity of covariance matrices and equality of variances were examined using Box’s and Levene’s tests and were satisfied. The data were subsequently analyzed using multivariate analysis of variance (MANOVA). MANOVA results indicated a significant overall effect of educational group on the combined dependent variables of metacognition and achievement motivation (Wilks’ Lambda=0.23, F=4.46, p<0.001, η²=0.76). Follow-up univariate analyses demonstrated a significant difference between students receiving electronic and conventional education in metacognition (F=34.23, p=0.01, η²=0.18). A statistically significant group difference was also found for achievement motivation (F=128.26, p=0.01, η²=0.21). The direction of the differences indicated that students participating in electronic education demonstrated higher levels of both metacognition and achievement motivation than students receiving conventional education. The findings suggest that electronic education is associated with higher levels of metacognition and achievement motivation among students. By facilitating active learning, greater learner autonomy and self-regulation, increased engagement with educational content, and access to multimedia resources, electronic learning environments may strengthen both metacognitive processes and achievement-oriented motivation. Accordingly, the systematic integration of electronic education into educational institutions may provide an effective approach to enhancing students’ cognitive regulation and motivation for academic progress.