You are here:

When Does Gender Matter? Interactions during Computer-based Problem Solving
ARTICLE

, ,

Learning and Instruction Volume 10, Number 5, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Children worked in pairs or as individuals on a computer-based language problem-solving task, and their keyboard activities were monitored along with their discussions of the task. A total of 60 children worked in either single-gender or mixed-gender pairings and a further 21 children worked individually. Previous investigations have indicated that suggestions and evaluations by the children are associated with improved task performance, and that the gender composition of the pairs has also been found to influence performance. In the present cloze task boy–girl pairs showed lower levels of verbal interaction and less keyboard co-operation, but few differences in task performance in comparison with single-gender pairs. All children working in pairs out-performed children working individually.

Citation

Underwood, J., Underwood, G. & Wood, D. (2000). When Does Gender Matter? Interactions during Computer-based Problem Solving. Learning and Instruction, 10(5), 447. Elsevier Ltd. Retrieved November 20, 2019 from .

This record was imported from Learning and Instruction on April 18, 2013. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ615881

Keywords