Who Benefits from Cooperative Computer-Assisted Instruction?

Abstract

The purpose of the present study was to examine the differential effects of cooperative and individualized computer-assisted instruction (C-CAI vs. I-CAI) on mathematics achievement, amount of invested mental effort (AIME), academic recognition, and social acceptance of high and low achieving students. Participants were third grade students (N = 110) who were randomly assigned to either C-CAI or I-CAI settings. Results showed that while high achievers benefited equally well in C-CAI and I-CAI settings, low achievers tended to progress faster and to expend greater AIME in C-CAI than in I-CAI settings. In addition, the study showed that interpersonal relationships relating to both academic recognition and social acceptance were more positive in C-CAI then in I-CAI settings. The theoretical and empirical implications of the results are discussed.