本研究之主要目的在探討不同性別與能力混合分組之電腦合作學習之學習成效及態度。本研究以299名國小四年級學生為研究對象。採用共變數分析法，以學習前測驗分數為共變數，比較六種不同性別與能力混合分組在電腦輔助學習上的學習成就。並且以問卷調查法和單因子變異數分析來探討各組學生對於電腦合作學習的態度。 本研究的發現如下： 1.不同性別能力混合編組的六組學生在學習保留的學習成就上沒有顯著差異。 2.不同性別能力混合的各組學生在完成電腦合作學習後，對討論和數導的看法確實有顯著的差異。 3.九成五的學生對電腦合作學習方式持肯定的態度。 4.八成以上的學生認為在電腦合作小組中獲得相當多的助益。 5.八成以上的學生認為異性的存在並不會構成學習上的困擾。 6.高能力女生的小組領導比高能力男生的小組領導較受組員的肯定。

　　　　　The purpose of this study is to investigate the effect of combination of gender and ability on a computer-cooperative learning and to explore the attitude of students. The subjects were 299 fourth-grade students. The statistic methods used to analyze the data were analysis of covariance and one-way analysis of variance. The results of this study were listed as follow: 1) There was no significant difference among the cross-sex groups on learning achievement. 2} There were significant differences among the cross-sex groups on the opinions related to discussion and peer-tutoring. 3) Ninety percent of students expressed that they liked the computer-cooperative learning. 41 Eighty-four percent of students believed that they can enhance their achievement from the computer-cooperative learning in the future. 5) Eighty percent of students did not consider the different sex members in the learning group would bother their learning. 6) There was a significant difference between high-ability girl leading group and high-ability boy leading group.