The effectiveness of individualized versus cooperative computer-based integrated learning systems

The purpose of the present study was three fold: (a) to examine the effects of a Computer-Based Integrated Learning System (ILS) implemented individually vs. cooperatively upon mathematics achievement; (b) to investigate the differential effects of the two modes of implementation on lower and higher cognitive processes; and (c) to compare the effects of the two conditions on various cognitive processes for different types of students. Participants were third and sixth grade students (5 schools, 19 classrooms, N = 623 children). Within each grade level, classes were randomly assigned to work cooperatively or individually with the ILS. The duration of the study was approximately one academic year. Results showed that in both grade levels, students who used the system cooperatively outperformed their counterparts who used the system individually. The beneficial effects of the cooperative ILS were manifest on basic skills and higher cognitive processes. In addition, the analyses showed that within third grade, low achievers benefited from the cooperative ILS more than high achievers, whereas within sixth grade, the aptitude X treatment interaction on the post-treatment mean scores was not significant. The findings are discussed from both theoretical and practical perspectives.