COMPARISON BETWEEN COOPERATIVE COMPUTER-ASSISTED INSTRUCTION AND INDIVIDUAL COMPUTER-ASSISTED INSTRUCTION ON STUDENTS PERFORMANCE WITH DIFFERENT COGNITIVE STYLES
University Science Malaysia (MALAYSIA)
About this paper:
Appears in: INTED2011 Proceedings
Publication year: 2011
Conference name: 5th International Technology, Education and Development Conference
Dates: 7-9 March, 2011
Location: Valencia, Spain
Abstract:The main purpose of the study is to compare the cooperative computer-assisted instruction (CAI) approach to individual CAI approach in the teaching and learning of the topic ‘linear equation’ in the subject of Mathematics, Form Two. The effect of these approaches on academic performance and motivation are examined using students with different cognitive styles such as field dependence (FD) and field independence (FI). A multimedia courseware entitled ‘Mathematics Form Two was used for the study. The courseware was built by Curriculum Development Centre and endorsed by the Malaysian Ministry of Education. This study used a 2 X 2 quasi-experimental factorial design with pretest and posttest. The study was carried out for two weeks using 80 Form Two students. The independent variables were the two treatments (cooperative CAI and individual CAI), the dependent variable was the students’ academic performance and the moderator variable was the cognitive style of field dependence-independence. Four research questions were put forward and four main hypotheses (together with four sub-hypotheses) were formulated and tested using descriptive statistics and inferential statistics (t-test and ANCOVA). Datas were collected using the pretest and posttest. Research findings showed that the cooperative CAI mode brought a higher academic performance among students compared to individual CAI. Secondly, the cooperative CAI mode also brought a higher academic performance for both the field dependence-independence students. Thirdly, there were no changes in motivation among the field-independence students using the cooperative CAI and individual CAI. Both modes showed the same level of motivation. However the field-dependence students showed a better motivation using the cooperative CAI mode compared to the individual CAI. Over all, most of the students in the cooperative CAI learning group have a positive perception towards the implementation of cooperative learning. The implication of the study suggests that cooperative learning in a multimedia computer based learning environment should be used as an instructional strategy in mathematics education in order to increase students’ performance.
Keywords: Computer-assisted instruction, Individual computer-assisted instruction, cognitive styles, Field dependence, Field independence, motivation and mathematics education.