Effects of documentation and grouping on the use of CD-ROM reference sources

The effect of elaboration in technical documentation and the use of cooperative learning strategies on the performance and attitude of high school biology students using Science Navigator, a networked CD-ROM reference tool, were investigated. Students were randomly assigned to an individual or paired grouping treatment and to one of three documentation treatments: elaborated documentation, minimal manual, or minimal cards. Students completed two CD-ROM information search exercises. The initial search was performed either with a cooperative partner or independently. All participants performed the second search independently. Performance time was recorded. Students completed a 10-item attitude survey individually after each exercise. Analysis of data revealed a main effect for grouping. Participants in the cooperative treatment completed both exercises in significantly less time than students in the independent treatment. Cooperative treatment participants expressed significantly more positive attitudes about both exercises and the documentation. A main effect was also found for documentation. Participants in both minimal documentation treatments completed the second exercise in significantly less time than participants in the elaborated documentation treatment. Participants in both minimalist documentation treatments expressed significantly more positive attitudes toward both the exercises and the documentation than participants in the elaborated documentation treatment.