The main purpose of the study is to compare the cooperative computer-assisted instruction (CAI) approach to individual CAI approach in the teaching and learning of the topic 'linear equation' in Mathematics. The effect of these approaches on academic performance and motivation of students with different cognitive styles, field dependence (FD) and field independence (FI) was examined. A multimedia courseware entitled 'Mathematics For Secondary School' provided by the Malaysian Ministry of Education was used for the study. This study used a [2 X 2] quasi-experimental factorial design with pretest and posttest. The study was carried out for two weeks with a sample of 80 secondary school students aged between 14 and 15 years old. The independent variables were the two treatments (cooperative CAI and individual CAI), the dependent variable was the students' academic performance and the moderator variable was the cognitive style of field dependence-independence. Four research questions were put forward and four main hypotheses were formulated and tested using descriptive statistics and inferential statistics (t-test and ANCOVA). Research findings showed that the cooperative CAI mode contributes a higher academic performance among students compared to individual CAI. Secondly, the cooperative CAI mode also brings about higher academic performance for both the field dependence-independence students. Thirdly, there were no changes in motivation among the field-independence students using the cooperative CAI and individual CAI. However, the field-dependence students showed a higher motivation score using the cooperative CAI mode compared to the individual CAI. Over all, most of the students in the cooperative CAI learning group show positive perception towards the implementation of cooperative learning. The implication of the study suggests that cooperative learning in a multimedia computer based learning environment should be used as an instructional strategy in mathematics teaching.
