Abstract
Microcomputers are a powerful resource. Yet, in order for teachers to use this technology effectively, they need information about how specific variables might affect the performance of mildly handicapped as well as nonhandicapped learners. This study examines the effect of group size on performance measures, the relationship between group size and task engagement, and the relationship of task engagement to performance for both types of learners. Twenty learning handicapped and twenty nonhandicapped boys from upper elementary grades participated for ten minutes, three times per week for a four-week period on a mathematics problem solving task. Each student worked individually, with a handicapped partner, and with a nonhandicapped partner. Results indicated that it was as effective for students to work with a partner at the computer as it was for them to work alone. This finding occurred although dyads had half as much time at the computer as students working alone. Task engagement was also similar for children working in dyads or individually. Following each computer session a paper and pencil task was administered individually to the study participants. There was no difference in number correct related to group size; yet, at the most difficult task level, learning handicapped children solved more problems correctly following a computer session in which they worked with a partner. It appears that given a software program which requires students to apply mathematics skills to a new situation, it is effective to have two children working together at the computer.
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