Gender, pair composition and computer versus paper presentations of an English language task

Teresa Keogh, Peter Barnes, Richard Joiner, Karen Littleton

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

Compared the verbal and physical interactions of same-gender pairs and mixed-gender pairs when equivalent tasks were presented on a computer and on paper. 48 Ss (aged 13-14 yrs old) were placed into either same-gender or mixed-gender pairs and worked on a computer presentation and a paper presentation of an English language task. The main finding of the study was that the Ss' verbal interactions and manipulation of the physical materials were mediated by the mode of presentation. There were no significant differences between mixed-gender pairs and same-gender pairs in the paper presentation of the task. However, in the mixed-gender computer-based pairs, boys dominated both the amount and type of verbal interaction and the control of the mouse. These findings are explained in terms of gender differences in perceived expertise with computers and theoretical and practical implications are discussed. (PsycINFO Database Record (c) 2007 APA, all rights reserved).
Original languageEnglish
Pages (from-to)33-43
Number of pages11
JournalEducational Psychology
Volume20
Issue number1
Publication statusPublished - 2000

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Gender, pair composition and computer versus paper presentations of an English language task. / Keogh, Teresa; Barnes, Peter; Joiner, Richard; Littleton, Karen.

In: Educational Psychology, Vol. 20, No. 1, 2000, p. 33-43.

Research output: Contribution to journalArticle

Keogh, Teresa ; Barnes, Peter ; Joiner, Richard ; Littleton, Karen. / Gender, pair composition and computer versus paper presentations of an English language task. In: Educational Psychology. 2000 ; Vol. 20, No. 1. pp. 33-43.
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