Nina Zetty

Date of Graduation

1992

Document Type

Dissertation/Thesis

Abstract

This study examined the effects of two cooperative learning methods on the achievement, computer anxiety, and classroom environmental preferences (whole class, small cooperative groups, or individualized) of college-level students in two microcomputer applications classes. One group received instruction using the Student Teams Achievement Division (STAD) method (n = 26), while the other group was taught using the Jigsaw method (n = 27); both groups were taught for one semester (15-weeks) by the same instructor. Although both cooperative groups reported statistically significant achievement gains for each application, the Jigsaw group scored significantly higher than the STAD group with the DOS {dollar}(F(1, 48) = 8.02, p < .01{dollar}) and spreadsheet ({dollar}F(1,49)= 4.54, p < .04{dollar}) applications. Gender was a significant factor within the database application ({dollar}F(1,49) = 5.06, p <.03{dollar}), favoring the females.;Both groups reported declining levels of computer anxiety throughout the course with a statistically significant reduction in computer anxiety at the completion of the spreadsheet application ({dollar}F(1, 52)= 2.93, p < .05{dollar}), and again at the completion of the course ({dollar}F(1, 52) = 8.08, p < .05{dollar}). Gender was non-significant, although males reported slightly lower levels of computer anxiety than females throughout the course. After experiencing small cooperative group learning, both the STAD and Jigsaw groups reported increased preferences for whole class and individualized instruction and decreased preferences for small cooperative group settings. Qualitative data recorded during the study, however, revealed a change in the teacher's attitude from a preference for lecture/demonstration teaching to the use of the Jigsaw cooperative learning method.

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