Author(s): Hsin-yih Shyu
Journal: Journal of Educational Media & Library Sciences
ISSN 1013-090X
Volume: 36;
Issue: 1;
Start page: 30;
Date: 1998;
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Keywords: Anchored instruction | Situated learning | Cooperative learning | Instructional design | Elementary education
ABSTRACT
無The purpose of this study was to examine the effects of heterogeneous groups for cooperative learning on students' cognitive and affective performance in anchored instruction. Forty-two fifth graders participated in this study. They were divided into gender-heterogeneous combinations: two boys plus one girl vs. two girls and one boy. Four dependent variables were measured, including problem- solving strategies, learning transfer, attitudes toward mathernatics and attitudes toward cooperative learning. Results from t-tests indicated there were no significant difference between two heterogeneous groups. This study was funded under the support of National Science Council (grant number NSC86-2511-S-032-003).
Journal: Journal of Educational Media & Library Sciences
ISSN 1013-090X
Volume: 36;
Issue: 1;
Start page: 30;
Date: 1998;
VIEW PDF
DOWNLOAD PDF Original pageKeywords: Anchored instruction | Situated learning | Cooperative learning | Instructional design | Elementary education
ABSTRACT
無The purpose of this study was to examine the effects of heterogeneous groups for cooperative learning on students' cognitive and affective performance in anchored instruction. Forty-two fifth graders participated in this study. They were divided into gender-heterogeneous combinations: two boys plus one girl vs. two girls and one boy. Four dependent variables were measured, including problem- solving strategies, learning transfer, attitudes toward mathernatics and attitudes toward cooperative learning. Results from t-tests indicated there were no significant difference between two heterogeneous groups. This study was funded under the support of National Science Council (grant number NSC86-2511-S-032-003).
