Abstract
The purpose of this study was to examine the effects of heterogeneous groups for cooperative learning on students’ cognitive and affective performance in anchored instruction. Forty-two fifth graders participated in this study. They were divided into gender-heterogeneous combinations: two boys plus one girl vs. two girls and one boy. Four dependent variables were measured, including problem-solving strategies, learning transfer, attitudes toward mathematics and attitudes toward cooperative learning. Results from t-tests indicated there were no significant difference between two heterogeneous groups.
This study was funded under the support of National Science Council (grant number NSC86-2511-S-032-003).
| Keywords: | Anchored instruction; Situated learning; Cooperative learning; Instructional design; Elementary education |
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