Microcomputer Experiences and Student Interaction in Small Groups.

Autor/in	Vereen, Mary Alice
Institution	Wisconsin Center for Education Research, Madison.
Titel	Microcomputer Experiences and Student Interaction in Small Groups.
Quelle	(1983), (237 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Analysis of Variance; Competition; Cooperation; Educational Environment; Experimental Groups; Grade 6; Group Dynamics; Hypothesis Testing; Intermediate Grades; Microcomputers; Nonverbal Communication; Sex Differences; Small Group Instruction + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Wettkampf; Co-operation; Kooperation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; School year 06; 6. Schuljahr; Schuljahr 06; Gruppendynamik; Hypothesenprüfung; Hypothesentest; Mittelstufe; Non-verbal communication; Nonverbale Kommunikation; Sex difference; Geschlechtsunterschied
Abstract	This research was conducted to compare the effects of a cooperative instructional context with a competitive instructional context on the verbal and nonverbal behaviors of same-sex student pairs within a microcomputer environment. Subjects were 20 male and 20 female sixth-grade students who were randomly assigned to same-sex pairs. All pairs were assigned to both experimental conditions, which consisted of playing the educational game, "Dueling Digits." In the cooperative condition, students worked together to score 100 points within a 20-minute session; in the competitive condition, students worked individually and the winner was the one who scored 100 points first. Videotapes were made during the experimental sessions and students completed self-evaluative questionnaires at the end of each session for both treatments. The statistical model used to analyze the data was analysis of variance with repeated measures. Findings indicated that competitive instructional contexts promoted more self-oriented and besting behaviors than a cooperative one, and that the cooperative instructional context promoted more other-oriented and positive behaviors, although some negative behaviors occurred in both contexts. The pairing of students by sex was not found to be a basic determinant of variance in student interaction. A 10-page reference list is provided, and appendices include excerpts from student observation records, the conventions used to code data, the student questionnaire, and statistical data. (DJR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC