Gender and social comparison effects in computer-based problem solving

Citation
P. Light et al., Gender and social comparison effects in computer-based problem solving, LEARN INSTR, 10(6), 2000, pp. 483-496
Citations number
19
Categorie Soggetti
Education
Journal title
LEARNING AND INSTRUCTION
ISSN journal
09594752 → ACNP
Volume
10
Issue
6
Year of publication
2000
Pages
483 - 496
Database
ISI
SICI code
0959-4752(200012)10:6<483:GASCEI>2.0.ZU;2-2
Abstract
Gender differences in relation to school children's learning with computers are frequently attributed to a tendency for boys to dominate computer reso urces in mixed sex settings. However, the evidence relating to children's p erformance with computers in mixed sex groups is conflicting. This paper re ports two experimental studies in which 11- to 12-year-olds worked on a com puter-based problem solving task. In the first, 62 children worked in eithe r same or mixed sex dyads, but each child had her or his own computer, and no verbal interaction was allowed. Boys out-performed girls overall, with s ex differences becoming significantly more polarised in the mixed sex dyads . The second study involved 96 children, with individual pre- and post-test s, and compared co-action dyads las in the first study) with interaction pa irs, in which the pair members worked together at a single computer, with n o restriction on interaction. The polarisation of sex differences in the mi xed sex dyads was once again found in the co-action condition, but not in t he interaction condition. Results are interpreted in terms of processes of social comparison, which appear to be more potent in this situation than an y straightforward domination of resources. (C) 2000 Elsevier Science Ltd. A ll rights reserved.