University of Worcester Worcester Research and Publications

Principles and Practical Grouping for the Use of Drill and Practice Programs

Jackson, A. and Kutnick, P. and Kington, Alison (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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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
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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
Depositing User: Alison Kington
Date Deposited: 23 Oct 2012 09:38
Last Modified: 26 Jul 2015 09:22

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