The effect of cooperative and individual task structure on concept learning, feedback preference, achievement, student interaction and attitude toward computer-based instruction

The purpose of this study was to examine the effect of a cooperative and individual task structure on concept learning by 109 Florida State University non-major biology students within a computer-based instructional environment. The interdependent cooperative groups included elements of an incentive and reward structure, a task appropriate for groupwork and an orientation to help each other learn. Students in non-interdependent groups and individuals had a task appropriate for groupwork but included none of the other elements.;The second purpose of this study was to identify the type of interactions that occurred between group members as they completed computer-based instruction. Interaction was felt to be related to feedback preference differences via computer-based instruction for individuals and groups.;The dependent measures were achievement on a written posttest following instruction, simple or elaborated feedback preference selected from the computer program, helping behaviors used by group members as they interacted, percent correct responses given during instruction, and attitude toward the computer-based instruction.;Results indicated that students in the non-interdependent treatment condition were significantly more likely to have their request for information ignored by other group members.;Other hypotheses investigated in the study were not statistically significant for differences among treatment groups. Specifically, achievement gains on a retention posttest did not show any differences among interdependent and non-interdependent groups and individuals. There were also no differences in items correct during computer-based instruction.;Although feedback preference differences for individuals and groups was not statistically significant, an unexpected pattern of initial feedback preferences existed which might warrant further investigation.;Finally, because groups would feel encouraged and supported for their learning efforts by other group members, it was hypothesized that groups in both treatment conditions would have a greater liking for the computer-based instruction than individuals. In reality, all treatment groups had an equally positive disposition toward the computer-based instruction.