Effects of Computer-Based Cooperative Learning on the Problem Solving Skills of Grade Six Students
by Steven Poris
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(free download) Synopsis
This study was designed to determine if sixth-grade students' problem solving skills were improved by means of their experience with a
computer-based logical puzzle game designed to increase reasoning skills,
and, in turn, problem solving ability. Students worked on this game either
in cooperative learning pairs or alone. Baseline and post-experimental
problem-solving ability was measured through the administration of a Problem
Solving Test; Form A was utilized as a pretest for this purpose, Form B was
used as a post-test. Comparisons of problem-solving ability based upon
post-test scores (Form B) were made among four groups of students (N = 106):
Group 1: Students (n = 26) who worked on the computer-based puzzle game in
cooperative learning pairs
Group 2: Students (n = 27) who worked on the computer-based puzzle game as
individuals
Group 3: Students (n = 24) who worked on a computer-based social studies
simulation in cooperative learning pairs
Group 4: Students (n = 29) who worked on a computer-based social studies
simulation as individuals.
A t-test comparison of post-test data between all students who worked on the
puzzle game and all students who did not work on the puzzle game showed no
significant difference between the two groups' problem solving abilities.
However, an analysis of variance comparing the means of all four groups
showed that the students in Group 1 performed significantly better (F=3.783,
p<.05) than those in the other three. These results indicate that students
who participated in a computer-based cooperative learning experience using
software that fostered the use of problem solving skills showed significant
improvement in their problem solving ability. Students who used the same
software as individuals showed no such improvement, nor did students who
participated in a computer-based cooperative learning experience using
social studies software. Therefore, the data can be interpreted to suggest
that the combination of cooperative learning and the use of a computer-based
puzzle-solving game led to increased problem-solving ability.