Impact of Cooperative-Team Learning on Performance and Retention of Navy Air-Traffic Controller Trainees
Abstract
Cooperative-team learning was compared with traditional Navy instruction and success was measured by the ability to master technical information and to perform a conceptually complex task. With several classes of air traffic control trainees and ROTC students, it was demonstrated that cooperative-team learning led to: (a) greater learning; (b) greater ability to perform job functions; (c) a zero rate of failure compared to an average of 2 under traditional instruction; (d) greater esprit de corps; (e) more positive perception of instructor competence; and (f) greater effort to learn and the perception that the materials were less difficult. Cooperation was structured by goal interdependence, i.e., the perception that one achieve one's goal if and only if all other group members achieve their goals, and by resource interdependence, i.e., the perception that resources are divided so that each group member has only a portion of the resources needed for the task to be completed. Goal interdependence produced higher achievement, more effective interaction, and greater perception of student and instructor support.
Document Details
- Document Type
- Technical Report
- Publication Date
- Sep 20, 1989
- Accession Number
- ADA213435
Entities
People
- David W. Johnson
- Roger T. Johnson
Organizations
- University of Minnesota