Jackson, A and Kutnick, P and Kington, A (2001) Principles and Practical Grouping for the Use of Drill and Practice Programs. Journal of Computer-Assisted Learning, 17 (2). pp. 130-141.
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Abstract
A previous paper showed that young children performed better when working as individuals rather than in pairs on a drill and practice program. This paper reports an analysis of behaviour and talk for individuals and single sex pairs using a computer-based drill and practice activity to explain differences in performance. Results indicated that individuals were more likely to be task-focused and to complete tasks successfully than children working in pairs. Differences were found in off-task activity, behaviours and type of talk. Grouping and verbal interaction are discussed in relation to the type of task/program that children are asked to undertake, and how both task and peer presence may constrain the child's task focus and performance when reinforcing pre-existing knowledge.
| Item Type: | Article |
|---|---|
| Additional Information: | The electronic full-text cannot be supplied for this item. Please check availability with your local library or Interlibrary Requests Service. |
| Uncontrolled Keywords: | discourse analysis, drill and practice, practice, group, individual, primary, process |
| Subjects: | L Education > LB Theory and practice of education |
| Divisions: | Academic Departments > Institute of Education |
| ID Code: | 1907 |
| Deposited By: | Alison Kington |
| Deposited On: | 23 Oct 2012 10:38 |
| Last Modified: | 23 Oct 2012 10:38 |
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