Journal of Computer Assisted Learning (2001) 17, 130-141 130  2001 Blackwell Science Ltd Principles and practical grouping for the use of drill and practice programs A. Jackson, P. Kutnick* & A. Kington University of Surrey Roehampton and University of Brighton* Abstract A previous paper showed that young children performed better when working as individuals rather than in pairs on a drill and practice program. This paper reports an analysis of behaviour and talk for individuals and single sex pairs using a computer-based drill and practice activity to explain differences in performance. Results indicated that individuals were more likely to be task-focused and to complete tasks successfully than children working in pairs. Differences were found in off- task activity, behaviours and type of talk. Grouping and verbal interaction are discussed in relation to the type of task/program that children are asked to undertake, and how both task and peer presence may constrain the child’s task focus and performance when reinforcing pre-existing knowledge. Keywords: Discourse analysis; Drill and practice; Group; Individual; Primary; Process Introduction Despite the ever increasing number of computers in British schools (DfEE, 1998) and elsewhere, it is unlikely that the primary sector will adopt an individual use approach, especially given its long commitment to groupwork in general (e.g. Hadow, 1931; Plowden, 1967), and group-based computer use in particular (Jackson et al., 1986, 1988; Watson, 1993). In support of this, the computer has been frequently proposed as providing the context for genuine group discussion leading to cognitive and social skills’ enhancement (e.g. Cummings, 1985; Light, 1993; Crook, 1994; Wegerif & Mercer, 1996). However, there is a growing movement questioning whether groups are indeed the most appropriate for all computer-based activities, and encouraging teachers to consider the type of task being set in relation to learning and performance requirements (Pritchard, 1993; Wild, 1996). This reprises the criticisms of the use of groupwork for other types of classroom learning activities (Boydell, 1975; Galton et al., 1980; Hastings & Schwieso, 1995). Criticisms focus on questions of task appropriateness, task structure, whether groups focus on specific tasks in hand (i.e. ‘time-on-task’), and whether children’s discussion facilitates task performance. Grouping may not be to the pupil’s pedagogic advantage in all cases of computer use. Furthermore, in the relation between pedagogy and computers, we should not Accepted 12 June 2000 Correspondence: Dr Anita Jackson, Faculty of Education, University of Surrey Roehampton, Froebel College, Roehampton Lane, London SW15 5PJ Email: anita.jackson@cwcom.net