Key points are not available for this paper at this time.
The effects of computer-assisted cooperative, competitive, and individualistic instruction were compared on achievement, student-student interaction, and attitudes. Seventy-four eighth-grade students were randomly assigned to conditions, stratifying for sex and ability. Computer-assisted cooperative instruction promoted greater quantity and quality of daily achievement, more successful problem solving, more task-related student-student interaction, and increased the perceived status of female students.
Johnson et al. (Wed,) studied this question.