Effects of Cooperative and Individual Learning During Learner-Controlled Computer-Based Instruction

Cooperative learning is one of the PAK-21 learning methods that emphasize student-centered learning. This method makes students work together in seeking knowledge which in turn makes the learning process more interesting. Thus, the Ministry of Education Malaysia has strived to improve student development by encouraging the use of cooperative learning methods during the teaching and learning process. The objectives of the study are to identify the differences in high-achieving and low-achieving students’ perceptions of the effectiveness of cooperative learning, to identify high and low-achieving students' perceptions of the effectiveness of cooperative learning and to identify high-achieving and motivated learning motivations in cooperative learning in English primary school. A total of 227 Year 5 students from 3 schools were randomly selected using the survey method. The results show that there is no significant difference in the perception of high-achieving students and low-achieving students on the effectiveness of cooperative learning. Meanwhile, the average mean for the level of perception of high-achieving and low-achieving students on the effectiveness of primary school cooperative learning is high at 4,076 and the mean for the level of learning motivation of high-achieving and low-achieving students on the effectiveness of cooperative learning in primary school English is also high at 3.998. Cooperative learning has a positive impact on the learning motivation and perception of the next high-achieving students and low-achieving students can work together and establish good relationships during the teaching and learning process.

The purpose of this study was to investigate the effect of cooperative learning and motivation on student performance and satisfaction. Participants used either a cooperative or individual learning strategy while receiving instructional information, skill practice, and feedback during a woodball lesson. After receiving specific directions for implementing individual versus cooperative strategies, 60 university students, classified as high and low need for affiliation as a motivation factor were randomly assigned to treatments. Students completed an instructional woodball lesson, and the effects of cooperative learning and motivational factors were examined across the posttest. Satisfaction was also assessed. Results revealed that students in the low need for affiliation treatment outperformed those in the high need for affiliation treatment when the significant main effects on motivational factors were considered. Howeve, the results did not reveal a significant main effect for instructional method. This finding does not appear to support the large body of literature from motor skill instruction and traditional learning environments that cooperative learning is superior to individual conditions. This could be due to the nature of the sport when students participated in the various skill learning conditions. Furthermore, the results revealed a significant interaction between instructional method and motivational factors. The results indicated that the performance of participants with a high need for affiliation who worked alone was significantly lower than that of all other groups on the posttest. In addition, the data suggest that participants who worked cooperatively reported greater overall satisfaction with the instruction than those who worked individually. The implications for cooperative learning on motivational strategies for physical education, and future research directions are also discussed.

The effects of cooperative and individualistic learning on the achievement and attitudes of prospective elementary school teachers (non-music majors) in a course in music teaching methods were examined. Forty-three American college students were randomly assigned to conditions stratified on the basis of previous musical experience. Cooperation promoted higher achievement than did individualistic efforts on assignments for which each student's grade was affected by the quality of groupmates' work. In addition, students in the cooperative condition were off-task academically (such as walking around the room) less frequently, initiated fewer interactions with the instructor, perceived the instructor to be more supportive, perceived the grading system to be fairer, and perceived the feedback received as being more helpful.

Considering problem-solving ability as an important qualification in the 21st century that could be developed by instructional methods that allow learners to construct their knowledge via questioning through cooperative learning activities, we conducted action research with the purpose of investigating the effectiveness of inquiry-based and cooperative learning on grade 10 students’ problem-solving ability and studying students’ satisfaction with inquiry-based and cooperative learning in developing their problem-solving ability. The participants were 7 grade 4 students in the Thai educational context. They were selected from a class of 20 students using the results of a placement test. The instruments were a learning management plan designed using the integration of inquiry-based learning and cooperative learning, a problem-solving ability evaluation form, and a satisfaction questionnaire. The data was analyzed using the statistics of percentage, mean score, and standard deviation. The result shows that the integration of the two methods was beneficial in improving the problem-solving skills of the majority of the participants. Participants were also satisfied with learning management throughout the semester it was implemented.

Background Self-regulation of learning is a key consideration in the process of acquiring workplace competences. One key assumption of self-regulated learning in the literature is that the learner themself is undertaking a process of learning. However, in adult and vocational educational settings it is common that tasks may be either individual or cooperative. Theoretically, self-regulatory demands are different when applied to different learning forms, such as an individual task vs a cooperative learning task; but to date there is a dearth of empirical studies in this regard. Method Part of the CADCoM2024 + study on measuring CAD and FEM competences at EQF 6, the present study was conducted with 175 students from four mechanical engineering technical colleges in Germany. Through quantitative analysis we compared progression in CAD and FEM competency development in two learning approaches: individual self-regulated learning vs cooperative self-regulated learning. Results Strict invariance was partially present in both cross-sectional and longitudinal analyses. The differences in mean values suggest that there was strong learning progression in both individual self-regulated learning and cooperative self-regulated learning treatment groups. Interestingly, progression in FEM competency was better through cooperative self-regulated learning; however, progression in CAD competency was better through individual self-regulated learning. This latter finding was surprising given that students had demonstrated that they could work well together cooperatively, as shown in the FEM learning tasks. Conclusion This original interdisciplinary study suggests that skills for both individual and cooperative self-regulated learning are important for optimally acquiring workplace competences. Indeed, an important finding from this original study was that both individual and cooperative self-regulated learning are recommended as learning strategies: students made strong progress in competency development in both learning forms. Whether individual self-regulated learning or cooperative self-regulated learning is chosen as a pedagogical strategy for fostering workplace competences may depend on a variety of factors (such as interest, previous experience, social environment, and nature of the task). Further studies, including studies with larger sample sizes, are required to unpick this complexity and to confirm which factors might influence the pedagogical choice between individual and cooperative self-regulated learning strategies for competency development.

The purpose of this study was to determine early career agricultural teachers’ preparation and practice of various instructional methods in agricultural education. Training received in instructional methods and percentage of time spent using instructional methods were examined. Two-thirds of the participants of this study reported receiving training in all 10 of the identified instructional methods through their teacher certification program. Cooperative learning, demonstration, and lecture emerged as the most frequently used instructional methods while field trips, role play, and guest speakers were reported as the least used instructional methods. Participants only reported high confidence in using two instructional methods, demonstration and cooperative learning. Teachers identified only demonstration and cooperative learning as effective instructional methods for their classrooms. All other methods were reported as moderately effective. It was recommended that teacher preparation programs teach pre-service teachers how to select the appropriate instructional method for the environmental factors at hand.

The purpose of the study is to investigate the effects of mind mapping with cooperative learning (MMCL) and cooperative learning (CL) on: (a) programming performance; (b) problem solving skill; and (c) metacognitive knowledge among computer science students in Malaysia. The moderating variable is the students' logical thinking level with two categories: high logical thinking (HLT) ability and low logical thinking (LLT) ability. Past research has shown problems with regard to computer programming. Many discussion and debates among computer science experts agree that there are problems due to the traditional method used to teach computer programming which did not contribute to the development of above dependent variables. There were gaps or deficiencies identified in students' knowledge in computer programming in each phase of the programming processes. The critical problem, which was due to the lacking of skills in analyzing programming problems, was identified at the first phase of the programming processes. This problem consequently will have an effect on the next phase of a programming sequence. Based on the literature, the above independent variables identified can be used to help lessen the burden at the first phase of the programming processes. The study further investigated the effects of MMCL and CL among the students with high logical thinking (HLT) and low logical thinking (LLT) on the three above mentioned dependent variables. A quasi-experimental study with posttest-only control group method that employed a 3 × 2 Factorial Design was applied in the study. The sample consisted of 127 students from 2 classes in three Universiti Teknologi MARA campuses which were all randomly selected and assigned to the treatment groups (MMCL and CL) and control (T) group. The equivalence of all groups was established using the homogeneity test between the three groups based on the students' Malaysian Education Certificate (SPM) grades in Mathematics, Additional Mathematics, Physic, and Chemistry subjects. The results showed that the students in MMCL and CL groups have significant positive overall effects in programming performance, problem solving skill, and metacognitive knowledge. Students taught via the MMCL method significantly outperformed the students taught via the T method in programming performance and metacognitive knowledge. Meanwhile, students taught via the CL method significantly outperformed the students taught via the T method in metacognitive knowledge. Even though there was no significant effect between MMCL and CL on any dependent variables, the descriptive statistics for programming performance and metacognitive knowledge between the three instructional method groups did show some positive effects. For the effects of instructional methods on programming performance mean scores, there were two major findings. First, the results showed that the overall mean scores for programming performance for the students taught via MMCL method were higher than the CL group whose scores were, in turn, higher than the scores of the students taught via the T method. Second, both HLT and LLT students' mean scores in programming performance for MMCL method were higher compared to the mean scores acquired by the CL and T methods. For the effects of instructional methods on metacognitive knowledge mean scores, there were two major findings. First, the results showed that the mean scores for metacognitive knowledge for the LLT students taught via MMCL method was higher than LLT students taught via CL method whose scores, in turn, were higher than the LLT students taught via the T method. Second, the results showed that the HLT students taught via the CL method outperformed the HLT students taught via the T method in metacognitive knowledge. The results of this study also showed that the difference between HLT and LLT students among the three instructional methods were significant, overall in both programming performance and problem solving skills. Further analysis revealed that the HLT students taught via both MMCL and CL methods significantly outperformed the LLT students taught via the same method in problem solving skills. Finally, the results showed that there were no significant interaction effects between the instructional methods and the students' logical thinking levels for programming performance, problem solving skills, and metacognitive knowledge scores. The findings of this study suggest that mind mapping with cooperative learning method (MMCL) is preferred compared to CL and T methods in programming performance, problem solving skills, and metacognitive knowledge for students of all logical thinking levels.

Computer-aided instruction is used increasingly in medical education and anatomy instruction with limited research evidence to guide its design and deployment. To determine the effects of (a) learner control over the e-learning environment and (b) key views of the brain versus multiple views in the learning of brain surface anatomy. Randomised trial with 2 phases of study. Participants Volunteer sample of 1st-year psychology students (phase 1, n = 120; phase 2, n = 120). Interventions Phase 1: computer-based instruction in brain surface anatomy with 4 conditions: (1) learner control/multiple views (LMV); (2) learner control/key views (LKV); (3) programme control/multiple views (PMV); (4) programme control/key views (PKV). Phase 2: 2 conditions: low learner control/key views (PKV) versus no learner control/key views (SKV). All participants performed a pre-test, post-test and test of visuospatial ability. A 30-item post-test of brain surface anatomy structure identification. The PKV group attained the best post-test score (57.7%) and the PMV group received the worst (42.2%), with the 2 high learner control groups performing in between. For students with low spatial ability, estimated scores are 20% lower for those who saw multiple views during learning. In phase 2, students with the most static condition and no learner control (SKV) performed similarly to those students in the PKV group. Multiple views may impede learning, particularly for those with relatively poor spatial ability. High degrees of learner control may reduce effectiveness of learning.

Studies indicate that group work accompanied by the cooperative learning elements of Individual accountability and structured independence among group members enhances student achievement. This article illustrates the implementation of a specific type of cooperative learning project called group investigation. The project is based on Slavin's (1995) six‐stage model of group investigation. It was implemented in a fourth‐semester college‐level French class and would be suitable for third‐ and fourth‐year high school French classes. The model could be adapted for Spanish or other language classes.

The purposes of this study were to compare the instructional methods and strategies identified as useful in online teaching environments with those used in a face-to-face teaching environment, to investigate relationships between the perceived usefulness of instructional strategies and methods used by higher education faculty in both teaching environments, and to identify instructional methods transferred from an online to a face-to-face teaching environment. The following instructional methods were found to have a significant relationship with the instructional environment: student collaborative projects, student-to-student electronic discussions, lecture (direct instruction), questioning and feedback to students, and e-mail communication with the instructor.

The proposition that learner control of instruction can be facilitated by directly affecting the student’s perception of learning need was investigated. Students in one experimental condition were continuously advised during instruction of their learning performance and needs (amount and sequence of content) in relationship to the desired acquisition of rules at a given mastery criterion and were allowed to make instructional decisions. It was hypothesized that this condition would prove more effective on posttest performance than conditions without advisement — either partial learner control or conventional learner control. Results are discussed in reference to an information-processing approach to the design of computer-based instruction.

In the Iranian higher education system, including engineering education, effective implementation of cooperative learning is difficult because classrooms are usually crowded and the students never had a formal group working background in their previous education. In order to achieve the benefits of cooperative learning in this condition, this paper proposes a combination of cooperative learning and inquiry method. The method is implemented by grouping students in a way that the learning procedure is done in non-official class sessions by each group, while the inquiry method is done in the regular programmed class sessions. The study is performed in Islamic Azad University and the methods are implemented in two engineering economic classes with different numbers of students in each working group. The results are compared with a control class in which traditional teaching style is implemented. The results of analysis show simultaneous improvement of learning and behavioural attitudes of the students with cooperative learning plus inquiry method in the classroom with a fewer number of students in each working group.

This study examines the effectiveness of cooperative learning on the writing skills of ninth-grade students at Binh Phu Secondary School and investigates their attitudes and perceptions of cooperative learning. A case study research design was employed, integrating both quantitative and qualitative data collection methods. The research instruments included documents and interviews. The analysis in this study is based on the time series method proposed by Yin [1]. The findings revealed that cooperative learning significantly enhanced students' writing skills in terms of organization, content, and language use. The students' writing improvement was observed over a three-week period. In the individual error check, students identified a total of 102 errors. However, in the group error check, 331 errors were identified, and 290 out of 331 errors were successfully corrected. Additionally, students expressed positive personal views on cooperative learning with 93% of students supported cooperative learning and 7% of students found cooperative learning was ineffective.

Problem statement: The purpose of this study was to determine the eff ect of cooperative learning on mathematics achievement and attitude to wards mathematics. Approach: This quasi- experimental study was carried out on two form one classes in Miri, Sarawak. One class (n = 44) was assigned as an experimental group and the other (n = 38) was assigned as a control group. The two groups were pre-tested prior the implementation. At the end of the study, post test was given, while daily quiz was used as a tool for formative testing . Teaching and learning process was carried out for two weeks. Data were analyzed using the t-test to d etermine performance by comparing the mean of the post test for treatment and control group. Results: The results of this study showed that cooperative learning methods improve students' achievement in mathematics and attitude towards mathematics. Conclusion: The researchers concluded that cooperative learnin g is an effective approach, which mathematics teachers need to incorporate in their t eaching.

This article discusses behavioral and humanistic perspectives on cooperative learning. In the behavioral view, cooperative learning is a form of group contingencies, because it rewards students on the basis of the performance of their group. The humanistic view emphasizes understandings arising from peer interactions. However, group contingencies have more often been applied to behavior than to learning, and research on peer interaction per se finds few achievement benefits. Rather, it is the combination of group rewards (based on group members' individual learning) and peer interaction on learning tasks that is necessary to produce the learning gains characteristic of effective cooperative learning methods. Of 35 studies of cooperative learning methods that used group rewards based on the sum of group members' individual learning, 30 found significantly greater achievement for cooperative than for control classes, and 5 found no differences. In contrast, of 20 studies of cooperative learning methods lack...