ERIC Number: ED362192
Record Type: RIE
Publication Date: 1993-Jan
Reference Count: N/A
The Effects of Group Computer-Based Instruction and Learning Style on Achievement and Attitude.
Orr, Kay L.; Davidson, Gayle V.
The effects of group computer-based instruction and learning style on achievement and attitude were studied for 190 elementary school students in grades 4 and 5 in Austin (Texas). The cooperative learning methodology chosen for this study was "Learning Together." Learning Together is a cooperative learning method emphasizing five major elements: positive interdependence, face-to-face interaction, individual accountability, interpersonal and small group skills, and group processing. This method was chosen based on its ability to be easily adapted to existing curriculum materials. Instructional materials included a computer-based tutorial on astronomy. Performance was measured using a multiple-choice paper-and-pencil test, and questionnaires assessed student attitudes. Students were assigned to six experimental conditions of cooperative or individual learning stratified by learning style. Results do not support the hypothesis of interaction between instructional delivery and learning style for both performance and attitude. Recommendations for further research are made, and some suggestions for applications of computer-based instruction are offered. (Contains 71 references.) (SLD)
Descriptors: Academic Achievement, Astronomy, Cognitive Style, Comparative Testing, Computer Assisted Instruction, Cooperative Learning, Elementary School Students, Group Instruction, Individual Instruction, Interaction, Intermediate Grades, Intermode Differences, Multiple Choice Tests, Questionnaires, Student Attitudes
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Paper and Pencil Tests
Note: In: Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (15th, New Orleans, Louisiana, January 13-17, 1993); see IR 016 300.