Studied keyboard activities and discussions of 60 children working in pairs or 21 children working as individuals on a computer-based language problem-solving task. Boy-girl pairs showed lower levels of verbal interaction and less keyboard cooperation, but few differences in task performance in comparison with single gender pairs. Children working…

The purpose of this study was to see how time spent on a computer compares to time spent on another activity when preschoolers are given a choice and whether there are sex and age differences. The 33 children observed ranged in age from 24 to 69 months. Results are discussed. (MT)

A study examined the effect of computer assisted instruction on the reading achievement of third- through sixth-grade students in a low socio-economic status community. Subjects were 23 students randomly selected from 41 students who received computer-assisted instruction and 23 students randomly selected from 28 students who did not receive…

Data suggested that computer instruction benefits both girls and boys, but that it is relatively more effective for boys. (Authors)

Four measures of performance of three types of pairings (boy/boy, girl/girl, girl/boy) involved in completion of a language task on microcomputers gave consistent results. Single-gender pairs improved in comparison with individuals working alone but mixed-gender pairs did not. Single-gender pairs tended to share task and discuss solutions, whereas…

Found that a preschool girls' microcomputer group did not show more positive gender-role attitudes toward computers on a posttest when compared with a girls' control group. With equivalent instruction designed to hold the interest of girls, boys completed a significantly greater number of LOGO tasks than girls after the intervention. (Author/KS)

Single- or mixed-gender pairs of elementary children were told either to work cooperatively on a computer-based language task or be assessed individually. Performance measures indicated a disadvantage for mixed pairs, improved performance for cooperative pairs. Girls tended to cooperate regardless of being told to or not; mixed pairs cooperated…

Studied gender and social comparison effects in computer-based problem solving in studies involving 62 11- and 12-year-olds working in pairs on computers without verbal interaction (co-action) and 96 children working in co-action or interaction pairs. Polarization of sex differences was found in the co-action condition but not the interaction…

Delaying knowledge of results affected attitudes in this study. Short intervals of delay with CAI had no significant effect, however, on learning or test performance of Ss. (Editor/MB)

Explores the level of availability of computers, Internet accessibility, and the rate of usage of computers both at home and at the workplace between distance education learners according to gender. Results of questionnaires completed at the Universiti Sains Malaysia indicate that distance education reduces the gender gap. (Author/LRW)

Examines the structure of undergraduate computing at a large private university, including patterns of use, impact of computer ownership and gender, and the bureaucratic structure in which usage is embedded. The profile of computer use uncovered in a survey is compared with reports offered by the institution and the trade press. (10 references)…

Effects of the locus of computer assisted instruction (CAI) strategies on low achievers' learning accuracy and efficiency were studied. Externally controlled adaptive, individually based learner control with advisement, and linear control design strategies were used. Effects were examined for CAI strategy, prior achievement, and sex of student.…

Results indicated that females in the retention index treatment retained significantly more than females in either the choice or fixed group, while males in the choice treatment retained more than males in the other groups. (Author)

Describes a study that investigated the attitudes of secondary school students in India toward computer assisted learning. Discusses sex differences in attitudes as well as differences in students' attitudes between government and aided secondary schools. (Author/LRW)

Discusses a study of student attitudes toward using computer-assisted learning (CAL). Explores the relationship between these attitudes and field-dependent or field-independent cognitive style, gender differences, and academic success. Concludes that male subjects preferred CAL more than females did but otherwise found no gender, cognitive style,…