TY - JOUR
T1 - Effects of individual and cooperative computer-assisted instruction on student performance and attitudes
AU - Dalton, David W.
AU - Hannafin, Michael J.
AU - Hooper, Simon
PY - 1989/6
Y1 - 1989/6
N2 - In this study, the performance and attitudes toward instruction of learners working individually on a computer-based sex education lesson were compared with those of learners working cooperatively in dyads. A tatal of 60 eighth-graders received treatments that either required individual work or encouraged cooperation with a partner. Results indicated that students who worked cooperatively significantly outperformed those who worked individually. On an attitude measure, interactions were detected between instructional method and gender, as well as among instructional method, gender, and ability. High-ability males and females reported comparable attitudes toward each instructional method, but ratings for low-ability students were differentiated according to instructional method: Low-ability males responded most favorably, while low-ability females responded least favorably to individualized methods, and low-ability females responded most favorably and low-ability males least favorably to cooperative methods.
AB - In this study, the performance and attitudes toward instruction of learners working individually on a computer-based sex education lesson were compared with those of learners working cooperatively in dyads. A tatal of 60 eighth-graders received treatments that either required individual work or encouraged cooperation with a partner. Results indicated that students who worked cooperatively significantly outperformed those who worked individually. On an attitude measure, interactions were detected between instructional method and gender, as well as among instructional method, gender, and ability. High-ability males and females reported comparable attitudes toward each instructional method, but ratings for low-ability students were differentiated according to instructional method: Low-ability males responded most favorably, while low-ability females responded least favorably to individualized methods, and low-ability females responded most favorably and low-ability males least favorably to cooperative methods.
UR - http://www.scopus.com/inward/record.url?scp=0003138009&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0003138009&partnerID=8YFLogxK
U2 - 10.1007/BF02298287
DO - 10.1007/BF02298287
M3 - Article
AN - SCOPUS:0003138009
SN - 1042-1629
VL - 37
SP - 15
EP - 24
JO - Educational Technology Research and Development
JF - Educational Technology Research and Development
IS - 2
ER -