HKIER

Abstract

This study investigated the effects of cooperative group composition, student ability, and learning accountability on achievement during computer-based instruction. A total of 94 students aged between 14 to 15 years were randomly assigned to heterogeneous and homogeneous dyads. Groups were also assigned as having group or individual accountability for mastery of lesson content. Cooperative dyads completed lessons on simple transformational geometry using a computer microworld. Students completed a post-test five days later. There was an interaction effect between group composition and students' ability. Low ability students performed better in heterogeneous than in homogeneous groups. High ability students performed slightly better in homogeneous than in heterogeneous groups. No significant difference was found between individual and group accountability groups.

Keywords: cooperative learning; computer-based instruction; mathematics achievement

摘要

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