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

Chun Yen Chang

doi:10.1080/13558000210161052

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

Chun Yen Chang^*

^*Corresponding author for this work

Graduate Institute of Science Education

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

16 Citations (Scopus)

Abstract

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 language	English
Pages (from-to)	280-288
Number of pages	9
Journal	Innovations in Education and Teaching International
Volume	39
Issue number	4
DOIs	https://doi.org/10.1080/13558000210161052
Publication status	Published - 2002 Nov

ASJC Scopus subject areas

Education

Access to Document

10.1080/13558000210161052

Cite this

@article{6519ab90f96440ab8dfa534ddaad5dd6,

title = "The impact of different forms of multimedia CAI on students' science achievement",

abstract = "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.",

author = "Chang, \{Chun Yen\}",

note = "Funding Information: This research was funded by the National Science Council (NSC) of the Republic of China under Cotracnt n.NSCo8-9215-3S11-T-0h.e0d6t0paa-re sented, the statements made and the views erxsseedp are sleloy the ressbiliitpy otofhan hoeuT rta.uhth r eo is indebted to Dr Chin-Chung Tsai for providing inaualvle ibinghsatdcns mo moethenn{\v Z}rt dstrsta.T efh author gratefully acknowledges the assistance of ChieHnH-uCsahi iaaTog-Ju,Cn,g iWn -hnHueads nu, the principal and students at the National Shi-Hu Senior HigChngh--saTHciwahuROoaa.onC, l,,",

year = "2002",

month = nov,

doi = "10.1080/13558000210161052",

language = "English",

volume = "39",

pages = "280--288",

journal = "Innovations in Education and Teaching International",

issn = "1470-3297",

publisher = "Taylor and Francis Ltd.",

number = "4",

}

TY - JOUR

T1 - The impact of different forms of multimedia CAI on students' science achievement

AU - Chang, Chun Yen

N1 - Funding Information: This research was funded by the National Science Council (NSC) of the Republic of China under Cotracnt n.NSCo8-9215-3S11-T-0h.e0d6t0paa-re sented, the statements made and the views erxsseedp are sleloy the ressbiliitpy otofhan hoeuT rta.uhth r eo is indebted to Dr Chin-Chung Tsai for providing inaualvle ibinghsatdcns mo moethennŽrt dstrsta.T efh author gratefully acknowledges the assistance of ChieHnH-uCsahi iaaTog-Ju,Cn,g iWn -hnHueads nu, the principal and students at the National Shi-Hu Senior HigChngh--saTHciwahuROoaa.onC, l,,

PY - 2002/11

Y1 - 2002/11

N2 - 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.

AB - 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.

UR - https://www.scopus.com/pages/publications/0036859231

UR - https://www.scopus.com/pages/publications/0036859231#tab=citedBy

U2 - 10.1080/13558000210161052

DO - 10.1080/13558000210161052

M3 - Article

AN - SCOPUS:0036859231

SN - 1470-3297

VL - 39

SP - 280

EP - 288

JO - Innovations in Education and Teaching International

JF - Innovations in Education and Teaching International

IS - 4

ER -

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

Abstract

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this