Pozzi, S;
Healy, L;
Hoyles, C;
(1993)
Learning and interaction in groups with computers: when do ability and gender matter?
Social Development
, 2
(3)
pp. 222-241.
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Abstract
In the research reported in this paper, we attempt to identify the background and process factors influencing the effectiveness of groupwork with computers in terms of mathematics learning. The research used a multi-site case study design in six schools and involved eight groups of six mixed-sex, mixed-ability pupils (aged 9-12) undertaking three research tasks ? two using Logo and one a database. Our findings suggest that, contrary to other recent research, the pupil characteristics of gender and ability have no direct influence on progress in group tasks with computers. However, status effects ? pupils' perceptions of gender and ability ? do have an effect on the functioning of the group, which in turn can impede progress for all pupils concerned.
| Type: | Article |
|---|---|
| Title: | Learning and interaction in groups with computers: when do ability and gender matter? |
| Open access status: | An open access version is available from UCL Discovery |
| Additional information: | The definitive version is available at www3.interscience.wiley.com |
| Keywords: | groupwork, computers, mathematics, ability, gender. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1515536 |
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