Does computer-assisted instruction + problem solving = improved science outcomes? a pioneer study

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The relative effectiveness of a problem-solving-based computer-assisted instruction (PSCAI) and a lecture-Internet-discussion instruction (LIDI) were compared for Taiwan senior high school students' science achievement and attitudes toward science. A pretest-posttest control group experimental design involving 8 classes was used. Experimental-group students (n = 156) received the PSCAI; comparison-group students (n = 138) received the LIDI. Instruments included the Earth Science Achievement Test (C. Y. Chang, 2000) and the Attitudes Toward Earth Science Inventory (C. Y. Chang & S. L. Mao, 1999). A multivariate analysis of covariance suggested that (a) students taught using the PSCAI scored higher but not significantly higher than did students in the LIDI group and (b) there were statistically significant differences in favor of the PSCAI on student attitudes toward the subject matter.

Original languageEnglish
Pages (from-to)143-150
Number of pages8
JournalJournal of Educational Research
Issue number3
Publication statusPublished - 2002 Jan 1



  • Achievement
  • Attitudes
  • Computer-assisted instruction
  • Problem solving
  • Secondary school

ASJC Scopus subject areas

  • Education

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