Analysis of Grouping Strategy for Presentation Exercise in Computer Literacy Course

Abstract

Presentation exercise using computer was introduced in the computer literacy course for freshmen. The course consisted of three classes, and the average skill level of the classes had been evenly balanced based on the midterm examination scores before the exercise began. In the classes, the participants were divided into groups of three students. For this, we imposed different grouping strategies for different classes. We taught the course and investigated how the grouping strategies affected the comprehension and skill level of the students. Specifically, by using two-way analysis of variance (two-way ANOVA) with the class and week, we have examined how the grouping strategy affected to (a) mastery of presentation software, (b) exercise itself and (c) group collaborative work. The presentation exercise helped the students positively learn key issues in computer technology and the social aspects of computerization.

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