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

研究成果: 雜誌貢獻文章

48 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)155-163
頁數9
期刊Journal of Science Education and Technology
10
發行號2
出版狀態已發佈 - 2001 十二月 1

ASJC Scopus subject areas

  • Education
  • Engineering(all)

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