A Comparison of Computer-Assisted Cooperative, Competitive, and Individualistic Learning.
Abstract
The effects of computer-assisted cooperative, competitive, and individualistic instruction were compared on achievement, student-student interaction, and attitudes. Seventy-four 8th-grade students were randomly assigned to conditions, stratifying for sex and ability. In all conditions students completed the same computer-assisted instructional unit. The results indicate that computer-assisted cooperative instruction promotes greater quantity and quality of daily achievement, more successful problem solving, more task-related student-student interaction, and an increase in the perceived status of female students.
Document Details
- Document Type
- Technical Report
- Publication Date
- Apr 01, 1985
- Accession Number
- ADA157594
Entities
People
- D. W. Johnson
- M. B. Stanne
- R. T. Johnson
Organizations
- University of Minnesota