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The paper analyzes the comparative effectiveness of Computer-Assisted   Learning (CAL) and the traditional teaching method in biology on primary   school pupils. A stratified random sample consisted of 214 pupils from two   primary schools in Novi Sad. The pupils in the experimental group learned the   biology content (Chordate) using CAL, whereas the pupils in the control group   learned the same content using traditional teaching. The research design was   the pretest-posttest equivalent groups design. All instruments (the pretest,   the posttest and the retest) contained the questions belonging to three   different cognitive domains: knowing, applying, and reasoning. Arithmetic   mean, standard deviation, and standard error were analyzed using the software   package SPSS 14.0, and t-test was used in order to establish the difference   between the same statistical indicators. The analysis of results of the   post­test and the retest showed that the pupils from the CAL group achieved   significantly higher quantity and quality of knowledge in all three cognitive   domains than the pupils from the traditional group. The results accomplished   by the pupils from the CAL group suggest that individual CAL should be more   present in biology teaching in primary schools, with the aim of raising the   quality of biology education in pupils. [Projekat Ministarstva nauke   Republike Srbije, br. 179010: Quality of Educational System in Serbia in the   European Perspective

Effectiveness of computer-assisted learning in biology teaching in primary schools in Serbia