The effects of cooperation with inter-group competition on performance and attitude during a computer-based science instruction.

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Abstract

The study explored the relative effects of cooperation with and without inter-group competition on Taiwanese students' academic achievement on science and attitudes toward science in a Computer-assisted instruction (CAI) environment. Six fifth-grade classes (a total of 192 students) participated in three instructional sessions and were randomly assigned to two different treatment conditions (i.e., cooperation with inter-group competition and cooperation without inter-group competition). The obtained data showed significant differences between the two treatment conditions in student academic achievement, F (1, 190) = 3.75, p < .10, and student attitudes toward science, F (1, 190) = 8.13, p < .005. Based on the present and past research, cooperation without inter-group competition was suggested as the preferred instructional strategy to adopt rather than a cooperation with inter-group competition goal structuring method to enhance student cognitive and affective development.
Original languageEnglish
Pages (from-to)381-395
JournalJournal of Computers in Mathematics and Science Teaching
Volume17
Issue number4
Publication statusPublished - 1998

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instruction
science
performance
Group
student
academic achievement
present

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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title = "The effects of cooperation with inter-group competition on performance and attitude during a computer-based science instruction.",
abstract = "The study explored the relative effects of cooperation with and without inter-group competition on Taiwanese students' academic achievement on science and attitudes toward science in a Computer-assisted instruction (CAI) environment. Six fifth-grade classes (a total of 192 students) participated in three instructional sessions and were randomly assigned to two different treatment conditions (i.e., cooperation with inter-group competition and cooperation without inter-group competition). The obtained data showed significant differences between the two treatment conditions in student academic achievement, F (1, 190) = 3.75, p < .10, and student attitudes toward science, F (1, 190) = 8.13, p < .005. Based on the present and past research, cooperation without inter-group competition was suggested as the preferred instructional strategy to adopt rather than a cooperation with inter-group competition goal structuring method to enhance student cognitive and affective development.",
author = "Fu-Yun Yu",
year = "1998",
language = "English",
volume = "17",
pages = "381--395",
journal = "Journal of Computers in Mathematics and Science Teaching",
issn = "0731-9258",
number = "4",

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T1 - The effects of cooperation with inter-group competition on performance and attitude during a computer-based science instruction.

AU - Yu, Fu-Yun

PY - 1998

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N2 - The study explored the relative effects of cooperation with and without inter-group competition on Taiwanese students' academic achievement on science and attitudes toward science in a Computer-assisted instruction (CAI) environment. Six fifth-grade classes (a total of 192 students) participated in three instructional sessions and were randomly assigned to two different treatment conditions (i.e., cooperation with inter-group competition and cooperation without inter-group competition). The obtained data showed significant differences between the two treatment conditions in student academic achievement, F (1, 190) = 3.75, p < .10, and student attitudes toward science, F (1, 190) = 8.13, p < .005. Based on the present and past research, cooperation without inter-group competition was suggested as the preferred instructional strategy to adopt rather than a cooperation with inter-group competition goal structuring method to enhance student cognitive and affective development.

AB - The study explored the relative effects of cooperation with and without inter-group competition on Taiwanese students' academic achievement on science and attitudes toward science in a Computer-assisted instruction (CAI) environment. Six fifth-grade classes (a total of 192 students) participated in three instructional sessions and were randomly assigned to two different treatment conditions (i.e., cooperation with inter-group competition and cooperation without inter-group competition). The obtained data showed significant differences between the two treatment conditions in student academic achievement, F (1, 190) = 3.75, p < .10, and student attitudes toward science, F (1, 190) = 8.13, p < .005. Based on the present and past research, cooperation without inter-group competition was suggested as the preferred instructional strategy to adopt rather than a cooperation with inter-group competition goal structuring method to enhance student cognitive and affective development.

M3 - Article

VL - 17

SP - 381

EP - 395

JO - Journal of Computers in Mathematics and Science Teaching

JF - Journal of Computers in Mathematics and Science Teaching

SN - 0731-9258

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