Effects of computer-assisted cooperative learning in mathematics in integrated classrooms for students with and without disabilities

This research project investigated the effects of computer-assisted cooperative learning in math instruction within integrated classrooms for 118 third- graders (25 with learning disabilities) and 92 fourth-graders (16 with learning disabilities). Students were grouped into cooperative learning, whole-class, or individual learning situations to learn math with the help of computer technology in class. Three computer software packages were used for students to learn math concepts, including computation, application, and problem solving skills. All the students took pre- and post-math achievement tests and participated in a learning attitude survey. Results showed that the cooperative learning group's scores on math achievement were statistically higher than those of the whole-class learning group. Also, the results of the attitude survey showed that the cooperative learning group had higher scores on preference of the learning subject, effort, accomplishment, and self-confidence than those in the whole-class learning group. In addition, a social acceptance scale administered to the general education students indicated that in the cooperative learning group the students' willingness to engage in social contact with students with disabilities was higher and their avoidance of social contact with students with disabilities was lower than the other learning groups. Relevant evaluation materials are attached.

Xin, F.
Rowan College of New Jersey, Special Education Department. (ERIC Document Reproduction Service No. ED412696).
Related Research
Content Area: 
Grade Level: 
middle school
IDEA Disability Category: 
specific learning disability
Instructional Support: 
practice and reinforcement activities