The Efficiency of Computer Supported Asynchronous Cooperative Learning on Student Achievement

Abstract

The aim of this study is to compare the efficiency of the computer supported asynchronous cooperative learning method and traditional instruction on student achievement in classroom management lessons. The third year students who attended classroom management lessons at the Faculty of Technical Education at Fırat University during 1998-1999 Spring term participated in the research. The pre-test and post-test control group research design was used in the study. The study included two groups. One was an experimental group which consisted of 32 students who have their on computer and internet connection, the other was a control group which consisted of 42 students. While the computer supported asynchronous cooperative learning method was tried out on the experimental group, traditional instruction was used for the control group. Two major instruments were developed to collect data for this study. These were an ‘Achievement Test’ which was used as pre-test and post-test, and a questionnaire which was used to determine the test subjects’ opinions about the computer supported asynchronous cooperative learning method. The results indicate that both of the methods used in the control and experimental groups were efficient regarding the points from pre-test and posttest. The students in the experimental group were found to be more successful considering the average of the post-test points. From the results of this study, the following can be recommended: Research in CSCL (Computer Supported Cooperative Learning) should be increased by expanding experimental studies. The effectiveness of CSCL should be improved by further research in the CMC (Computer Mediated Communitication) field. Without providing institutional support, CSCL should not be applied in teaching.