The Impact of Gender-specific and Mixed-gender Cooperative Groups on Female Gifted Students Using Computer-assisted, Problem-based Learning: An Action Research Study
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Authors
Kemp, Rhonda
Issue Date
2005-05
Type
Thesis
Language
en_US
Keywords
Rainforest Researcher , Female students , Mixed-gender groups , Single-gender
Alternative Title
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.
Description
Citation
Publisher
Valdosta State University
License
Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.