Sharing, Talking, and Learning in the Elementary School Science Classroom: Benefits of Innovative Design and Collaborative Learning in Computer-Integrated Settings

Abstract

Impact on student achievement of randomly assigned students working individually or collaboratively in mixed- and matched-gender pairs at a computer on predetermined science tasks was investigated. Collaborative dyads shared a computer and screen as each operated an independent keyboard and mouse. A mixed gender control group working individually at their respective computers was used for comparison purposes. A software application was designed to facilitate collaborative work and track the quantity of text written by users and their respective use of time. A final written assessment was conducted to compare the level of academic achievement between the control group and the experimental. A significant difference in academic achievement resulted.

KEYWORDS:

• collaborative/cooperative learning
• computer integrated instruction
• educational equity
• elementary school science
• Mexico
• private schools