The attitudinal effects of cooperative vs individual instruction in undergraduate education classes

This thesis examined (a) the computer experiences and attitudes towards computers of 116 preservice teachers, and (b) the effects of an introductory Computers in Education course on the attitudes towards computers of preservice teachers (N = 36). The course consisted of two sections, one "conducted using individual and the other using cooperative learning strategies. Data collection techniques included attitude surveys, participant interviews, journals, and researcher observation. The survey findings indicated ' differences in attitudes by gender, undergraduate degree, elementary or secondary preservice teacher program, and previously completed computer courses. The participants in the Computers in Education course showed improved attitudes, although there were no differences in gains between the cooperative and individual treatments. Most students preferred working alone at the computer to dyadic computer use. The on-line tutorials, Internet use, and participant presentations of educational software packages were effective in improving participant attitudes.