Individualistic versus Paired/Cooperative Computer-Assisted Instruction: Matching Instructional Method with Cognitive Style

• Published in: Journal of educational technology systems 1991-06, Vol.19 (4), p.299-312
• Main Authors: Whyte, Michael M., Knirk, Frederick G., Casey, Robert J., Willard, Marsha L.
• Format: Article
• Language: English
• Subjects: Academic Achievement; Analysis of Variance; Comparative Analysis; Computer Assisted Instruction; Cooperative Learning; Field Dependence Independence; Group Embedded Figures Test; Individual Instruction; Instructional Effectiveness; Intermode Differences; Pretests Posttests; Questionnaires; Student Attitudes; Tables (Data)
• ISSN: 0047-2395; 1541-3810
• DOI: 10.2190/BM2H-TA0F-T02B-9TDB

This study showed that pairing students for computer-assisted instruction (CAI) is efficient and cost-effective. The interactive effects of individual cognitive style on paired/cooperative CAI were also examined. Three different student pairings were analyzed—field independent with field independent, field dependent with field independent, and field dependent with field dependent. A three-group, posttest-only design was utilized. No significant difference existed between the mean posttest scores of participants who worked individually and those who worked in pairs. The manner in which individuals were paired by individual cognitive style also made a significant difference. Groups made up of either two field independent students or a mixed group of one field dependent student and one field independent student significantly outperformed groups made up of two field dependents.