dc.contributor.author	Kemp, Rhonda	en_US
dc.coverage.spatial	Cobb County, Georgia	en_US
dc.coverage.temporal	2003-2005	en_US
dc.date.accessioned	2009-09-23T20:23:16Z	en_US
dc.date.accessioned	2009-09-30T15:58:19Z	en_US
dc.date.accessioned	2011-03-02T17:29:20Z
dc.date.available	2009-09-23T20:23:16Z	en_US
dc.date.available	2009-09-30T15:58:19Z	en_US
dc.date.available	2011-03-02T17:29:20Z
dc.date.issued	2005-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/145	en_US
dc.description.abstract	This study examined the gender composition of cooperative groups participating in a computer-assisted, problem-based learning activity. The subjects were seventh grade gifted students involved with a computer simulation game entitled Rainforest Researcher. Group dynamics, leadership roles, level of active participation, attitude, and achievement of female students involved in the intervention were examined. A review of the literature shows conflicting information about the formation of groups by gender. Some studies indicate single-gender groups to be more favorable while others show mixed-gender groups are more desirable. Results of this study indicate mixed-gender grouping may promote favorable behaviors and thought processes in both male and female students participating in computer-assisted, problem-based learning. The results of the study were communicated to the learning community through a presentation to teachers, administrators, parents, and students. This presentation involved all members of the learning community and highlighted the importance of gender grouping in computer-assisted, problem-based learning.	en_US
dc.language.iso	en_US	en_US
dc.publisher	Valdosta State University	en_US
dc.rights	Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.	en_US
dc.subject	Rainforest Researcher	en_US
dc.subject	Female students	en_US
dc.subject	Mixed-gender groups	en_US
dc.subject	Single-gender	en_US
dc.subject.lcsh	Educational technology	en_US
dc.subject.lcsh	Teaching--Aids and devices	en_US
dc.subject.lcsh	Computer-assisted instruction	en_US
dc.title	The Impact of Gender-specific and Mixed-gender Cooperative Groups on Female Gifted Students Using Computer-assisted, Problem-based Learning: An Action Research Study	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Brovey, Andrew J.	en_US
dc.description.committee	Hinkle, Verilette	en_US
dc.description.committee	Schmertzing, Lorraine	en_US
dc.description.degree	Ed.S.	en_US
dc.description.major	Instructional Technology	en_US