Abstract
AbstractWhat are the effects of group size (individuals, pairs, and quads of students), gender, and ability grouping of 245 seventh‐ and eighth‐grade students on achievement within an environment that uses microcomputers as tools in learning science process skills? A split‐plot, multivariate factorial design was used to analyze the above factors and interactions among the factors. Analyses indicated that the only statistically significant result was a main effect on ability for the two response variables measured in the study. Major conclusions included: (1) teams of two and four members working together solved problems as effectively as individuals, (2) the lessons and procedures implemented in the manner described generated a gender‐neutral achievement outcome in science, and (3) microcomputer, using a file‐management program and structured activities, can be used as a tool to promote student learning of science process skills.
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