Abstract
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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