The Importance of Group Size in the Use of Problem-Solving Skills on a Microcomputer

Abstract

Sixty-six seventh and eighth grade students were tested to find if group size was related to microcomputer problem-solving success and time to solution of problems. Individuals or groups of two, three or five students attempted to solve problems requiring the indirect linking of twenty clues. The microcomputer was used as a data presentation and recall device for students and a data gathering device for the researchers. The number of problems successfully solved significantly differed based on group size with students in groups scoring best. There were no differences in time to solve problems based on group size but practice significantly decreased problem-solving time for all.

Small Group and Individual Learning with Technology: A Meta-Analysis

“…(text continues on page 510) Baron & Abrami (1992) grade 5-6 reading/language arts individual achievement group of 2 23 0.18 Baron & Abrami (1992) grade 5 Bloomer (1984) college computer skills individual achievement 84 0.34 Butler (1991) grade 6 social studies group task performance 50 0.71 Butler (1991) grade 6 social studies individual achievement 80 0.07 Carrier & Sales (1987) college education individual achievement 33 0.19 Carrier & Sales (1987) college education task completion time 24 0.81 Cavalier & Klein (1998) grade 5-6 earth science individual achievement 125 0.34 Cavalier & Klein (1998) grade 5-6 earth science task completion time 125 -1.19 Chang & Smith (1991) college foreign language individual achievement 113 0.08 Chapman (1985) college medicine attitude toward 88 -0.03 computers Chapman (1985) college medicine attitude toward group 88 0.32 work Chapman (1985) college medicine individual achievement 81 -0.12 Cheney (1977) college Cox & Berger (1985) grade 7-8 science problem group task performance group of 2 12 1.66 solving Cox & Berger (1985) grade 7-8 science problem group task performance group of 3 12 1.44 solving Cox & Berger (1985) grade 7-8 science problem group task performance group of 5 12 1.12 solving Cox & Berger (1985) grade 7-8 science problem task completion time group of 2 7 -0.10 solving Cox & Berger (1985) grade 7-8 science problem task completion time group of 3 7 -0.38 solving Cox & Berger (1985) grade 7 Foot (1986, Exp. 2) grade 3 problem solving individual achievement dual4ceyboard 40 -0.32 Foot (1986, Exp.…”

Computational Design Principles to Support the Monitoring of Collaborative Learning Processes

“…In addition to Richards' work, there are a number of studies reporting better learning for students using a combination of cooperative learning and computer-based instruction than the learning obtained by using computerbased instruction while working individually (see [7][8][9][10]). Other studies have also shown that introduction of computers into classrooms increases cooperative behaviour and task-oriented verbal interaction [11,12].…”

The Effects of Student-Instructor Interaction and Paired/Individual Study on Achievement in Computer-Based Training

“…This is especially true in a cooperative setting Warring et al, 1985;Yager et al, 1985). The best group size is either two or three (Cox & Berger, 1985;Trowbridge & Durnin, 1984;Webb, 1987). Studies have also found that paired students should be of the same sex and have similar abilities (Dalton, 1990;Dossett & Hulvershorn, 1983;Hooper et al, 1989;Johnson et al, 1985).…”

“…Achievement of students working CBT in groups of two or three equals or surpasses achievement of students working CBT alone (Carrier & Sales, 1987;Cox & Berger, 1985;Dalton, 1990;Dalton et al, 1989;Dossett & Hulvershorn, 1983;Hmelo, 1989;Johnson et al, 1986;Justen et al, 1990;Shull, 1990;Trowbridge & Durnin, 1984;Webb, 1987).…”