The Effects of Cued Interaction and Ability Grouping during Cooperative Computer-Based Science Instruction

• Published in: Educational technology research and development Vol. 43; no. 4; pp. 5 - 24
• Main Authors: Sherman, Gregory P., Klein, James D.
• Format: Journal Article
• Language: English
• Published: Heidelberg Association for Educational Communications and Technology 01.01.1995; Springer
• Subjects: Ability Grouping; Behavior; Computer Assisted Instruction; Computer software; Computers in education; Cooperation; Cooperative Learning; Cues; Dyadic relations; Educational research; Educational sciences; Educational Technology; Grade 8; Helping behavior; Interaction; Learning; Posttests; Science Education; Student Attitudes; Student Performance; Teaching methods; Time Factors (Learning); Subject Ability Grouping; Computer Science; Group Behaviour; Teaching method; Cooperative Education; Group Work; Verbal Interaction
• ISSN: 1042-1629; 1556-6501
• DOI: 10.1007/bf02300488

The purpose of this study was to investigate the effects of verbal interaction cues and ability grouping within a cooperative learning computer-based program. We blocked 231 eighth graders in a required science class by ability and randomly assigned them to homogeneous lower-ability, homogeneous higherability, or heterogeneous mixed-ability dyads. Each dyad was randomly assigned to a computer program that either did or did not contain verbal interaction cues designed to facilitate summarizing and explaining between partners. Results indicated that students using the cued version of the program performed significantly better on the posttest than students using the noncued version. Direct observation of student interaction indicated that students in cued dyads exhibited significantly more summarizing and helping behaviors than noncued students. Furthermore, higher-ability dyads exhibited significantly less off-task behavior than the other dyads. Implications for designing computer-based instruction for cooperative settings are provided.