The effects of social acquaintance and gender on performance and attitudinal outcomes within cooperative computer-based instruction

Authors:
Ugur Kale;Chyrstalla Rokopou
Affiliations:
Department of Instructional Systems Technology, Indiana University, W.W. Wright Education Building, 201 North Rose Avenue, Bloomington, IN 47405-1006, USA.;Athienou Elementary Public School, 23 M. Georgiou Avenue, Athienou 7600, Larnaka, Cyprus.
Venue:
International Journal of Learning Technology
Year:
2006

Citing 3
Cited 1

The effects of computer self-efficacy on direction-following behavior in computer assisted instruction

Journal of Computer Based Instruction
Computer-mediated collaborative learning: an empirical evaluation

MIS Quarterly
Teamwork: can it equip university science students with more than rigid subject knowledge?

Computers & Education

Cooperative learning and electronic group portfolio: tutoring tools, development of competences and assessment

International Journal of Learning Technology

Quantified Score

Hi-index	0.00

Visualization

Abstract

This study examined the effects of social acquaintance among paired learners in cooperative computer-based instruction, on their learning gains and affective reactions. A total of 22 freshmen students participated in the study with two levels of acquaintance between subject research design. Results revealed that in general, social acquaintance did not influence learning, whereas those in the acquainted group believed at a significantly higher level that they had good communication with their peers and were able to follow them as compared to those in the nonacquainted groups. While there was no difference between females and males in their post application test scores, males significantly outperformed females in the post recognition test. Also, there was a significant interaction found between gender and acquaintance. Findings and the future research directions were discussed regarding computer-based cooperative learning.