Computer-Based Math for Gifted Students: Comparison of Cooperative and Competitive Strategies

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Abstract
This study investigated the influence of several factors in the instruction of gifted students with classroom computers. Forty grade 3 (n = 21) and grade 4 (n = 19) gifted students were assigned to one of three instructional treatment groups: competitive, cooperative or traditional. The competitive and cooperative groups received computer assisted instruction (CAI), while the traditional group received flashcard instruction on basic math drills for 15 minutes per day over a 10 day period. The findings indicate that the CAI and flashcard presentations of math drills were significantly and equally effective in increasing gifted students’ performance on tests of basic math operations. The competitive or cooperative structure of the learning experiences involving CAI had no effect on gifted students’ speed in basic math facts. However, gifted students working competitively on math skills at the computer showed an increasing preference for more competition and less cooperation in their activities. Their attitudes towards working with others in social or academic settings reflected an increased interest in winning at the cost of cooperative behaviors.

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