The effect of cross-training and role assignment in cooperative learning groups on task performance, knowledge of accounting concepts, teamwork behavior, and acquisition of interpositional knowledge

The purpose of this study was to investigate the effect of cross-training and role assignment in cooperative learning groups on: task performance, acquisition of accounting knowledge, teamwork behavior, and acquisition of interpositional knowledge in the performance of a group assignment in an orientation to business course. This study sought to address questions concerning under what conditions were cooperative learning groups effective.; The data for this study were provided by full-time freshmen enrolled in several sections of an orientation to business course in which the instructional strategy was cooperative learning. This sample was comprised of 174 participants who were randomly assigned to one of three treatment groups: one in which no roles were assigned, a second in which roles were assigned; and a third in which roles were assigned and the group members were cross-trained on the interrelationships between those roles in completing the task.; The original plan for analyzing the data was to use Analysis of Variance (ANOVA) to compare the three treatment groups, the no roles group, the roles only and the cross-training plus roles group. It was determined, however, that the assumptions of normality and homogeneity of variance required for the ANOVA were not met. It was decided, therefore, that the use of nonparametric equivalent to ANOVA, the Robust Rank Order Test would be appropriate for use in this study.; The results indicated that interventions such as cross-training and role assignment was beneficial to the performance of students in cooperative learning groups. The overall results indicated that role assignment was more effective than cross-training for task performance. The findings showed, however, that cross-training had a greater effect than role assignment on acquisition of accounting knowledge and on interpositional knowledge.; This study points to the value of applying interventions when cooperative learning is used in classes. Further research of the type described herein should further promote our understanding of how to increase the effectiveness of cooperative learning experiences.; Interpretations of the results of the study are provided in light of previous research. Additionally, implications of the study are discussed along with suggestions for future research.*; *This dissertation is compound (contains both a paper copy and a CD as part of the dissertation). The CD requires the following system requirements: Windows MediaPlayer or RealPlayer.