ERIC Number: ED383769
Record Type: Non-Journal
Publication Date: 1995-Apr
Reference Count: N/A
The Effects of Cued Interaction and Ability Grouping during Cooperative Computer-Based Science Instruction.
Sherman, Gregory P.; Klein, James D.
The purpose of this study was to investigate the effects of verbal interaction cues and ability grouping within a cooperative learning computer-based program. Two hundred thirty-one eighth graders in a required science class were grouped by ability and randomly assigned to homogeneous lower-ability, homogeneous higher-ability, or heterogeneous mixed-ability dyads. Each dyad was randomly assigned to a computer program that either did or did not contain verbal interaction cues designed to facilitate summarizing and explaining between partners. Results indicated that students using the cued version of the program performed significantly better on the posttest than students using the noncued version. Direct observation of student interaction indicated that students in cued dyads exhibited significantly more summarizing and helping behaviors than noncued students. Furthermore, higher-ability dyads exhibited significantly less off-task behavior than the other dyads. Implications for designing computer-based instruction for cooperative settings are discussed. Two figures and five tables present study findings. (Contains 33 references.) (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A