Comparing alternate teaching styles to teach computing skills to girls in their English classes

Bromfield, Leah, Clarke, Valerie and Lynch, Nicholas 2001, Comparing alternate teaching styles to teach computing skills to girls in their English classes, Computers and education, vol. 36, no. 4, pp. 285-297, doi: 10.1016/S0360-1315(00)00067-1.

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Title Comparing alternate teaching styles to teach computing skills to girls in their English classes
Author(s) Bromfield, Leah
Clarke, Valerie
Lynch, Nicholas
Journal name Computers and education
Volume number 36
Issue number 4
Start page 285
End page 297
Publisher Pergamon Press
Place of publication New York, N.Y.
Publication date 2001-05
ISSN 0360-1315
Keyword(s) cooperative/collaborative learning
gender studies
improving classroom teaching
secondary education and teaching/learning strategies
Summary Low female participation rates in computing are a current concern of the education sector. To address this problem an intervention was developed — computing skills were introduced to girls in their English classes using three different teaching styles: peer tutoring, cross-age tutoring and teacher instruction (control). The sample comprised 136 girls from Years 8 and 10 from a single-sex government school. A pre-test post-test quantitative design was used. To describe the students perspectives, qualitative data were collected from six focus groups conducted with 8–10 students — one from each of the six classes. It was predicted that cross-age tutoring would yield more positive effects than peer tutoring which, in turn, would yield more positive effects than traditional teacher instruction as assessed by achievement on class tasks and attitudes towards computing. The hypothesis was not supported by the quantitative analysis, however in the qualitative data cross-age tutoring was appraised more favourably than peer tutoring or teacher instruction. The latter was the least preferred condition due to: (1) inefficiency; (2) difficulty understanding teachers' explanations; and (3) lack of teacher knowledge. Problems with the implementation of the intervention identified in the focus groups were teacher differences, system failures, missed classes, lack of communication, and selection of computing activities. Practical suggestions were provided relevant to the introduction of cross-age tutoring and the use of computers within secondary level English classes.
Language eng
DOI 10.1016/S0360-1315(00)00067-1
Field of Research 130306 Educational Technology and Computing
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2001, Elsevier Science Ltd.
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Document type: Journal Article
Collections: Faculty of Health
School of Psychology
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