The effectiveness of a computer‐assisted instruction package in high school chemistry

Wainwright, Camille

doi:10.1002/tea.3660260402

Cited by 29 publications

(14 citation statements)

References 22 publications

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“…Some research found that CAI was effective in improving students' science achievement or their attitudes toward science (Chang, 2001a(Chang, , 2001b(Chang, , 2002Ferguson & Chapman, 1993;Levine, 1994;McCoy, 1991;Yalcinalp, Geban, & Ozkan, 1995). On the other hand, other researchers have found that the CAI approach has no significant effects on cognitive achievement or science learning (Morrell, 1992;Olugbemiro, 1991;Wainwright, 1989). Christmann, Badgett, and Lucking (1997) also reported a meta-analysis, comparing traditional instruction versus traditional instruction supplemented with CAI effects on the academic achievement of sixth graders through twelfth graders across eight curricular areas.…”

Section: Introductionmentioning

confidence: 99%

The interplay between different forms of CAI and students' preferences of learning environment in the secondary science class

Chang

Tsai

2005

Sci. Ed.

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This evaluation study investigated the effects of a teacher-centered versus student-centered computer-assisted instruction (CAI) on 10th graders' earth science student learning outcomes. This study also explored whether the effects of different forms of computer-assisted instruction (CAI) on student learning outcomes were influenced by student preferences of learning environment (PLE). A total of 347 10th-grade senior high school students participated in this nonequivalent control group quasiexperiment. During a one-week period, one group of students (n = 216) were taught by a teacher-centered CAI (TCCAI) model whereas the other group of students (n = 131) were subject to a student-centered CAI (SCCAI) method. Results showed that (a) no statistically significant difference on students' earth science achievement was found for either group; (b) TCCAI group had significantly better attitudes toward earth science than did the SCCAI group; furthermore (c) a significant PLE-treatment interaction was found on student attitudes toward the subject matter, where the teacher-centered instructional approach seemed to enhance more positive attitudes of less constructivist-oriented learning preferences students, whereas the student-centered method was more beneficial to more constructivist-oriented learning preferences students on their attitudes toward earth science in a computer-assisted learning environment.

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Section: Introductionmentioning

confidence: 99%

The interplay between different forms of CAI and students' preferences of learning environment in the secondary science class

Chang

Tsai

2005

Sci. Ed.

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“…According to a research carried out by it was observed that computer assisted teaching had a significant effect on science and technology lessons. On the other hand, according to a research done by Wainwright the contrary result was found out (Wainwright, 1989). In this research students' success who took computer assisted teaching lessons were lower than those who didn't take computer assisted teaching.…”

Section: Introductionmentioning

confidence: 47%

“…For example Wainwright stated that traditional teaching methods were more effective than CAT (Wainwright, 1989). On the other hand, some researchers state that there is no difference between traditional teaching methods and CAT in terms of their influence on success (Tjaden and Martin, 1995).…”

Section: Resultsmentioning

confidence: 99%

The Effect of Computer Use in Science and Technology Lesson on Success and Attitude Towards

Cem¹

2011

Journal of Social Sciences

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Problem statement: Computer being indispensable in our daily lives came into use in all fields of education. Use of computer for education activities became mandatory. This research is an experimental research performed by use of computer in science and technology and is important in terms of serving science education. General purpose of this research is to reveal the effect of computer-assisted teaching practice for subject of heat and temperature in primary school grade 5, science and technology lesson on success attitudes. The answer of this question was sought: does computer-assisted teaching practice prepared for the subject of "heat-temperature" of primary school grade 5, science and technology have effect on success of students, attitudes towards science and technology and attitudes towards computer compared to traditional teaching? Approach: Pretest-Posttest Control Group Design was used. According to pre-test results applied in the beginning of research two equivalent classes were determined. While course was instructed by computer-assisted teaching in one class, course was instructed based on constructivist approach in the other class. 5th grade students who studied at a private primary school in the city centre of Antalya in spring term of 2009-2010 education years comprised the sampling of research. Three different assessment tools which were comprised of Heat and Temperature Subject Achievement Test, Science and Technology Lesson Attitude Scale and Computer Attitude Scale were used. Independent and matched t-test and definitional statistical methods were used to analyze the data. Results: Computer assisted teaching was observed to increase student success, it was noted that there was no change in students' attitude towards science and technology lesson and towards computer. This result is the quality of supporting many studies. It has emphasized in many studies that computer-assisted teaching has negative effects. Conclusion/Recommendations: Considering the findings, it was determined that attitudes of students towards computer, science and technology did not change. If we regard that attitude emerges as a result of reactions of individuals to objects in consequence of life and experiences, conducting such studies more comprehensive and long-term may be more effective. Computer-assisted teaching increased academic success of students. We can state following recommendations: computer-assisted teaching can be performed at all grades of primary school in science and technology classes, science and technology teachers can be trained in computer-assisted teaching and physical conditions of school can be designed as to allow computerassisted teaching. Findings of this study will contribute to choose teaching methods proper and effective for developing studies of computer-assisted teaching in the future.

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“…Her ne kadar BDÖ alanında özellikle deney grubu lehine araştırmalar yayınlanıyor ve bu araştırmalara daha sık rastlanıyor olsa da geleneksel sınıf lehine araştırmalar sayıca az da olsa mevcuttur. Örneğin, Wainwright (1989) BDÖ ile karşılaştırıldığında geleneksel öğretim yöntemlerinin daha etkili olduğunu ifade etmektedir. Özellikle fen ve matematik alanlarında geleneksel öğretim BDÖ ile kıyaslandığında en az BDÖ kadar etki gösterdiğini ifade eden araştırmacılar da mevcuttur (Morrell, 1992;Tjaden ve Martin, 1995).…”

Section: Tartişma Ve Sonuçunclassified

8.Sınıf Doğal Süreçler Ünitesi İçin Hazırlanan BDÖ Yazılımı ve Akademik Başarıya Etkisi

Kırıkkaya¹,

Dağ²,

Durdu³

et al. 2016

İlköğretim Online

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The effectiveness of a computer‐assisted instruction package in high school chemistry

Cited by 29 publications

References 22 publications

The interplay between different forms of CAI and students' preferences of learning environment in the secondary science class

The interplay between different forms of CAI and students' preferences of learning environment in the secondary science class

The Effect of Computer Use in Science and Technology Lesson on Success and Attitude Towards

8.Sınıf Doğal Süreçler Ünitesi İçin Hazırlanan BDÖ Yazılımı ve Akademik Başarıya Etkisi

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