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.
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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 -