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|Title:||The effects of cooperative learning teams on teaching business computer applications and operations at the college level|
|Author(s):||Henderson, Julie Lynn|
|Doctoral Committee Chair(s):||Leach, James A.|
|Department / Program:||College of Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Business Administration, General
Education, Technology of
|Abstract:||Significant research evidence exists which supports the effectiveness of cooperative learning within many age groups and different subject areas. However, the extent to which these cooperative techniques are beneficial to college-age students learning computer applications and operations was unknown. The effects of cooperative learning on college student computer competence, computer anxiety, attendance and attitudes need to be known to expand the research to higher grade levels.
The purpose of this research was to study the effects of cooperative learning on the learning of computer applications and operations by college students.
In this study, four sections of a beginning computer course, at the college level, were used to conduct the experiment. Two sections comprised the experimental group and two sections comprised the control group. In the two control sections, the students attended a lecture/discussion course and worked on computer projects individually. In the two experimental sections, students attended a lecture/discussion course structured around Student Teams--Achievement Divisions (STAD)--a student team learning method and were assigned to heterogeneous groups based on performance level, gender and ethnicity.
Based on the findings of the study the following conclusions were drawn. This study found there were no significant gains in computer competence resulting from the assignment of college students to cooperative STAD groups compared to college students working individually at the computer. Second, this study found there was no significant decrease in computer anxiety resulting from the assignment of college students to cooperative STAD groups compared to college students working individually at the computer. Third, students who worked in cooperative learning groups did not feel greater responsibility to attend class even when they knew their team members were depending on them. This was a significant finding especially since their actions differed from their attitudes on the issue of attendance. Fourth, student attitudes at the end of the ten-week period indicated that both students in the experimental and control groups desired to be taught in the opposite manner from the way they were taught.
|Rights Information:||Copyright 1992 Henderson, Julie Lynn|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9215825|