Effects of cooperative, competitive, and individualistic goal structures on computer-assisted instruction.

Abstract

The impact of computer-assisted cooperative, competitive, and individualistic instruction was compared on student achievement and attitudes. Seventy-three eighth-grade students were randomly assigned to conditions stratifying for sex and ability. In all conditions students completed the same computer-assisted instructional unit. Results indicate that computer-assisted cooperative instruction promotes greater quantity and quality of daily achievement, more successful problem solving, and higher performance on factual recognition, application, and problem-solving test items than do computer-assisted competitive or individualistic learning. The attitudes of females, compared with males, were adversely affected within the competitive condition.

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   Lou, Yiping, Abrami, Philip C., d’Apollonia, Sylvia · 2001 · Review of Educational Research
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   Burguillo, Juan C. · 2010 · Computers & Education
5. Task-Related Verbal Interaction and Mathematics Learning in Small Groups
   Webb, Noreen M. · 1991 · Journal for Research in Mathematics Education

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