KESAN PEMBENTUKKAN KUMPULAN KE ATAS PENCAPAIAN' MENGGUNAKAN PEMBELAJARAN BERBANTUKAN KOMPUTER SECARA BEKERJASAMA
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Date
1996-04
Authors
SAM, HONG KIAN
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Abstract
This study investigated the effects of cooperative group
composition based on student ability and learning
acountability on achievement during computer-based
instruction. A total of 94 Form Two female students from an
urban school were chosen as high ability and low ability
students on the basis of their Form One final examination·
and UPSR ·mathematics results. These students were then
randomly assigned to heterogeneous or homogeneous dyads.
Dyads were designated as having either group or individual
accountability for mastery of lesson content. The dyads were
given a session on cooperative training to facilitate intragroup
cooperation and interaction. Cooperative dyads
completed lessons and activities on translation, reflection
and rotation as stated in the transformation geometry
syllabus for Form Two KBSM mathematics. Quizes were given at
the end of each subtopic to be answered individually by the
individual accountability dyads and in a cooperative manner
by the group accontability dyads. After completing the
lessons, students completed a posttest. There was no
significant difference in the achievement of students for
heterogeneous and homogeneous groups. Low-ability students
have better achievement in heterogeneous then in homogeneous
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groups. There was no significant difference in the
achievement of high-ability students in both the heterogenous
and homogeneous groups. However the mean scores of highability
students in homogeneous groups were slightly better
than those in the heterogeneous groups. There was no
significance difference in acievement between students in the
individual accountability and group accountability
cooperative groups.
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Keywords
KESAN PEMBENTUKKAN KUMPULAN KE ATAS PENCAPAIAN' MENGGUNAKAN PEMBELAJARAN