Effects of learning structure and summarization during computer-based instruction

The purpose of this study was to investigate the effects of learning strategy and summarization within a computer-based chemistry and physics program. Students worked individually or in cooperative dyads to complete science instruction; half of them completed summaries over the instructional content when directed to do so. The study examined the effects of learning strategy and summarization on posttest and enroute performance, attitude, time-on-task, and interaction behaviors. Results indicated no significant differences for posttest performance. Results for enroute performance indicated that practice scores for students who did not write summaries were significantly higher than for those who wrote summaries. Enroute results did not indicate a significant difference between those working in cooperative dyads and those working alone. Results for time-on-task indicated a significant interaction between learning strategy and summary condition. Students in the cooperative-no summary condition spent significantly more time on practice than those in the cooperative-summary condition. Furthermore, subjects in the individual-no summary condition spent significantly more time on practice than those in the cooperative-summary condition. Attitudes toward the computer-based program were generally positive. Students expressed positive attitudes toward the interactive exercises, the atomic animations and the on-line, interactive periodic table. Attitude scores also showed that students expressed positive feelings about the particular learning strategy to which they were assigned. Results from the study also indicated that students in the two cooperative conditions interacted together in somewhat different ways. Dyads in the summary condition exhibited significantly more helping behaviors and task-related behaviors than dyads in the no summary condition. The results of this study have implications for the design of computer-based instruction and the use of this medium with cooperative learning strategies.