The objectives of the study were: (1) To study the effect of cooperative and individual learning on students’ performance in computer education. (2) To study the effect of two cognitive styles on their performance in computer education. (3) To study the effect of the two modes of learning and two cognitive styles on the total performance in computer education. (4) To study the effect of said mode of learning and cognitive style on performance in computer education at knowledge, application and skill categories of educational objectives.

The hypothesis of the study were: (1) Cooperative learning is more effective than the individual learning for knowledge. (2) Cooperative learning is more effective than the individual learning for application. (3) Cooperative learning is more effective than the individual learning for skill. (4) Cooperative learning is more effective than the individual learning for total performance. (5) The students with different cognitive styles are different in their knowledge. (6) The students with different cognitive styles are different in their application. (7) The students with different cognitive styles are different in their skill. (8) The students with different cognitive styles are different in their over all performance. (9) Modes of learning and cognitive style interact in respect of mean scores on knowledge. (10) Modes of learning and cognitive style interact in respect of mean scores on application. (11) Modes of learning and cognitive style interact in respect of mean scores on skill. (12) Modes of learning and cognitive style interact in respect of mean scores on total performance. (13) Students differ in their performance at different categories of educational objectives. (14) Modes of learning and cognitive style interact with different categories of educational objectives.

The sample comprised 124 Students (both boys and girls) of Class X of the age ranging between 15 – 17 years from 12 High Schools of the Urban Setting of Ghaemshar, Iran. The sample was selected with the help of Random Sampling Technique. 

Group Embedded Figure Test (GEFT) by Herman A. Witkin et al., Performance Test (Split-half reliability coefficient= 0.72), Check List on Computer Skill (Split-half reliability coefficient = 0.92) developed by researcher were used for data collection.

The research was Experimental in nature. The Duration of Treatment was two weeks. The researcher organized the workshop. Researcher also developed lesson Plans.

The findings of the study were: 1) There was no difference between the knowledge mean scores yielded through cooperative and individual learning modes. Both the modes of learning were found equally effective. (2) Field independent scored higher than the field dependent students on knowledge category performance. (3) The mode of learning interacted with cognitive style in respect of knowledge scores. Performance of field independent group was higher with cooperative than that of field dependent group with individual learning. (4) There was no difference between the application mean scores yielded through individual and cooperative mode. Both the modes were found equally effective. (5) There existed difference between the application mean scores of the field dependent and field independent groups. Field independent students scored higher than the field dependent students on application category of performance. (6) Mode of learning was not found to interact will cognitive style. (7) There was no difference between the skill mean scores yielded through individual and cooperative learning mode beyond contribution of change. Both the modes were found equally effective. (8) There existed difference between the skills mean scores of the field dependent and field independent groups. Field independent students scored higher than the field dependent students on skill category of performance. (9) Mode of Learning was not found to interact with cognitive style. (10) There was no difference between the total performance mean scores yielded through individual and cooperative learning mode. Both the modes were found equally effective for total performance. (11) There existed difference between the total performance mean scores of the field dependent and field independent groups. Field independent students scored higher than the field dependent group on total performance. (12) The performance at the three categories of objectives was not found equal. (13) The difference between means for knowledge and application categories may not be considered as different. (14) The difference between means for knowledge and skill categories was found to be significant. The performance on skill was higher than the performance on knowledge category. (15) The difference between means for application and skill categories was found to be significant. The performance on skill was higher than the performance on application category. (16) There was no significant difference between the mean scores attained on knowledge, application and skill categories in respect of learning mode. (17) There was no significant difference between the mean scores attained on knowledge, application and skill categories in respect of cognitive style. (18) There was no significant difference between the mean scores attained on knowledge, application and skill categories in respect of the interaction among learning mode and cognitive style.