The effects of goal structure on college students' DOS task achievement and their attitude toward the structure
Guardado en:
| 发表在: | ProQuest Dissertations and Theses (1993) |
|---|---|
| 主要作者: | |
| 出版: |
ProQuest Dissertations & Theses
|
| 主题: | |
| 在线阅读: | Citation/Abstract Full Text - PDF |
| 标签: |
没有标签, 成为第一个标记此记录!
|
| 摘要: | The relative effects of cooperative, competitive, and individualistic learning conditions ("goal structures") on achievement on a DOS task by college students using a computer-assisted tutorial program was studied. Interaction between these three learning conditions and two levels of prior computing experience was also studied. The two independent variables were combined in a factorial design. The study was implemented in several sessions of a computer literacy class, Education W200, using a computer tutorial program. There were 65 participants in this study. Participants in each learning condition completed a pre-test, went through a tutorial program, responded to a post-test and an attitude survey. Paired participants in the cooperative and competitive learning conditions had been matched according to their prior computing experience. In each pair, each member learned a separate part of the tutorial program and spent five minutes tutoring his or her partner before they learned a final part together. Participants in the individualistic and cooperative learning conditions were told that they were expected to achieve 80% mastery, whereas participants in the competitive learning condition were encouraged to achieve the highest possible performance in order to claim a monetary reward. The statistical significance of experimental effects was determined through analysis of covariance for factual recall, and through analysis of variance for problem solving. The findings were as follows: With respect to factual recall, the individualistic and cooperative learning conditions were significantly superior to the competitive condition, but these two conditions were not significantly different from each other. With respect to problem-solving, the individualistic learning condition was significantly superior to the cooperative and competitive conditions, but these latter two conditions were not significantly different from each other. Participants across the three treatments did not differ in their attitude toward the tutorial program. Participants in individualistic learning, however, had a more positive attitude toward the goal structure than those in competitive learning. These results are discrepant with a number of previous studies. Possible reasons for these discrepancies are discussed. |
|---|---|
| ISBN: | 9798208325025 |
| Fuente: | ProQuest Dissertations & Theses Global |