The impact of different forms of multimedia CAI on students' science achievement

Chun Yen Chang*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

16 Citations (Scopus)


The study described in this paper has explored the effects of teacher-centred vs. student-centred multimedia computer-assisted instruction (CAI) on the science achievements of tenth-grade students. A total of 244 tenth-grade senior high-school students (attending six science classes) participated in this pre-test/post-test comparison-group experiment. During a one-week period, one group of students (n = 123) were taught by a teacher-centred multimedia CAI scheme (TMCAI) whereas the other group of students (n = 121) was subjected to a student-centred multimedia CAI (SMCAI) effect. An analysis of covariance on the Earth Science Achievement Test post-test scores with students' pre-test scores as the covariate revealed that the teacher-centred teaching approach was more effective in promoting students' science achievements than was the student-centred method - especially on the knowledge and application levels of the cognitive domain. Some implications for the implementation of multimedia CAI within secondary-science classrooms are discussed.

Original languageEnglish
Pages (from-to)280-288
Number of pages9
JournalInnovations in Education and Teaching International
Issue number4
Publication statusPublished - 2002 Nov

ASJC Scopus subject areas

  • Education


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