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

Chun Yen Chang

doi:10.1080/00220670209596584

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

Chun Yen Chang^*

^*Corresponding author for this work

Graduate Institute of Science Education

Research output: Contribution to journal › Article › peer-review

53 Citations (Scopus)

Abstract

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 language	English
Pages (from-to)	143-150
Number of pages	8
Journal	Journal of Educational Research
Volume	95
Issue number	3
DOIs	https://doi.org/10.1080/00220670209596584
Publication status	Published - 2002

Keywords

Achievement
Attitudes
Computer-assisted instruction
Problem solving
Secondary school

ASJC Scopus subject areas

Education

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10.1080/00220670209596584

Cite this

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

abstract = "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.",

keywords = "Achievement, Attitudes, Computer-assisted instruction, Problem solving, Secondary school",

author = "Chang, {Chun Yen}",

note = "Funding Information: This article was based on work supported by the National Science Council of Taiwan, the Republic of China, under Contract No. NSC 89-25 1 1 -S- 003-061. Particular appreciation is extended to Dr. Chun-Sun Lee, Dr. Cheng-Ta Chen, and Dr. Chih-Hua Tsou for their support of the research. Chia-Chu Tung, Jing-Wen Hsu, Chien-Hua Hsiao, Yu-Hua Weng, and Yng-Lin Chen also assisted with this research. Furthermore, I thank the students, teachers, and principals of the National Shi-Hu Senior High School of Chang-Hua Province and the Taipei Municipal His-Sung Senior High School who were involved in the PSCAI study. In addition, I thank the two anonymous reviewers and the editor for their helpful comments on an ear- lier version of this article.",

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

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Keywords

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