Comparing the impacts of a problem-based computer-assisted instruction and the direct-interactive teaching method on student science achievement

Research output: Contribution to journalArticle

46 Citations (Scopus)

Abstract

This study explored the effects of a Problem-Based Computer-Assisted Instruction (PBCAI) on students' earth science achievement in Taiwan. One hundred and fifty-nine 10th grade students enrolled in four sections of a mandatory earth science course participated in this pretest-posttest control-group experiment. During a 2-week period, the experimental group students (n = 84) received the PBCAI while the comparison group students (n = 75) received a Direct-Interactive Teaching Method (DITM) accompanying with regular computer-internet usage. An analysis of covariance on the Earth Science Achievement Test posttest scores with students' IQ and pretest scores as the covariates suggested that (a) the PBCAI was more effective in promoting students' achievement than was the DITM (F = 4.91, p < .028), and that (b) students in the experimental group had significantly higher achievement scores than did students in the comparison group, especially on the knowledge (F = 7.74, p < .017) and comprehension (F = 5.73, p < .017) test items, but not on the application (F = .07, p > .017) test items.

Original languageEnglish
Pages (from-to)155-163
Number of pages9
JournalJournal of Science Education and Technology
Volume10
Issue number2
Publication statusPublished - 2001 Dec 1

    Fingerprint

Keywords

  • Academic achievement
  • Computer-assisted instruction
  • Problem solving
  • Secondary education

ASJC Scopus subject areas

  • Education
  • Engineering(all)

Cite this