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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