The primary purpose of this study was to investigate the effects of cooperative CBI (C-CBI) and individual CBI (I-CBI) on concept learning. The study also examined interaction effects of instructional modes and learning styles on achievement and attitude. A special attempt was made to analyze the effects of different pairings of students on learning. / Fifth- and sixth-grade subjects (N = 119) were designated as one of three types based on their learning styles. Ninety-eight subjects classified as either extrovert or introvert were included in the experiment. Twenty-one subjects classified as undetermined were excluded from the experiment. Subjects were stratified by learning styles and randomly assigned to one of two CBI instructional modes. In the C-CBI condition, students were further randomly assigned to one of three types of pairs. / The two independent variables in this study were learning style and instructional mode. Both learning style and instructional mode had two levels. The dependent variables included achievement and attitude. The achievement measures were obtained through the 20-item posttest. Attitude scores were assessed using a 10-item Likert-type attitude survey. The study employed a 2 x 2 randomized block design. Both posttest scores and attitude data were analyzed through ANOVA procedures. / The results of the study showed that C-CBI neither facilitated nor decreased student achievement. However, the expected superiority of C-CBI over I-CBI was borne out by the attitude data. While an interaction effect on achievement between instructional mode and learning style was not observed, an expected interactive relationship on attitude between both variables was observed from the study. The manner in which individuals were paired made no significant difference in both dependent measures. / Specific factors that may have caused a particular finding were discussed in relation to existing literature and supporting ideas. Several additional limitations relative to problems with the entire study were also discussed. Finally, conclusions and recommendations drawn from the study were presented both for future research and for instructional practice. / Source: Dissertation Abstracts International, Volume: 56-04, Section: A, page: 1232. / Major Professor: Robert M. Morgan. / Thesis (Ph.D.)--The Florida State University, 1995.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77403 |
| Contributors | Nam, Sang-don., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 143 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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