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How Gender Pairings Affect Collaborative Problem Solving in Social-Learning Context: The Effects on Performance, Behaviors, and Attitudes

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Title: How Gender Pairings Affect Collaborative Problem Solving in Social-Learning Context: The Effects on Performance, Behaviors, and Attitudes
Language: English
Authors: Lin, Yu-Tzu, Wu, Cheng-Chih, Chen, Zhi-Hong, Ku, Pei-Yi
Source: Educational Technology & Society. Oct 2020 23(4):30-44.
Availability: International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Grade 10
Descriptors: Gender Differences, Cooperative Learning, Problem Solving, High School Students, Grade 10, Academic Achievement, Peer Relationship, Student Attitudes, Computer Science
ISSN: 1436-4522
Abstract: This study aimed to investigate the effects of gender pairings on collaborative problem-solving performance, processes, and attitudes in a social learning context. Three types of pairings (i.e., male-male, female-female, and mixed pairings) were considered in an empirical study with 222 tenth-grade students. The selection of three different schools facilitated discussions regarding which schools were more divergent and competitive in a social learning context. The students were asked to solve computer science problems on a social media platform. The results revealed that (1) the single-gender groups had more focused discussions than the mixed-gender groups. Specifically, the male-male groups tended to develop and test their solutions directly without spending significant time on problem identification. Consequently, the single-gender groups exhibited superior performance compared to the mixed-gender groups in terms of applying their knowledge to problem solving. In terms of attitudes toward social learning, the female-female groups were more attentive to the benefits of social learning than the male-male groups. (2) The mixed gender groups had more diverse and divergent discussions compared to the single-gender groups. The educational implications of these findings are also discussed in this paper.
Abstractor: As Provided
Entry Date: 2021
Access URL: https://www.j-ets.net/collection/published-issues/23_4
Accession Number: EJ1279459
Database: ERIC
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  Data: How Gender Pairings Affect Collaborative Problem Solving in Social-Learning Context: The Effects on Performance, Behaviors, and Attitudes
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  Data: International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
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  Data: This study aimed to investigate the effects of gender pairings on collaborative problem-solving performance, processes, and attitudes in a social learning context. Three types of pairings (i.e., male-male, female-female, and mixed pairings) were considered in an empirical study with 222 tenth-grade students. The selection of three different schools facilitated discussions regarding which schools were more divergent and competitive in a social learning context. The students were asked to solve computer science problems on a social media platform. The results revealed that (1) the single-gender groups had more focused discussions than the mixed-gender groups. Specifically, the male-male groups tended to develop and test their solutions directly without spending significant time on problem identification. Consequently, the single-gender groups exhibited superior performance compared to the mixed-gender groups in terms of applying their knowledge to problem solving. In terms of attitudes toward social learning, the female-female groups were more attentive to the benefits of social learning than the male-male groups. (2) The mixed gender groups had more diverse and divergent discussions compared to the single-gender groups. The educational implications of these findings are also discussed in this paper.
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      – Text: English
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        PageCount: 15
        StartPage: 30
    Subjects:
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Problem Solving
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      – SubjectFull: High School Students
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      – SubjectFull: Grade 10
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Computer Science
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      – TitleFull: How Gender Pairings Affect Collaborative Problem Solving in Social-Learning Context: The Effects on Performance, Behaviors, and Attitudes
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