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Effectiveness of Using Computer‐Assisted Supplementary Instruction for Teaching the Mole Concept
Author(s) -
Yalçinalp Serpil,
Geban Ömer,
Özkan Ilker
Publication year - 1995
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660321007
Subject(s) - mathematics education , class (philosophy) , computer assisted instruction , significant difference , teaching method , psychology , chemistry , computer science , mathematics , statistics , artificial intelligence
This study examined the effect of computer‐assisted instruction (CAI), used as a problem‐solving supplement to classroom instruction, on students' understanding of chemical formulas and mole concept, their attitudes toward chemistry subjects, and CAI. The objective was to assess the effectiveness of CAI over recitation hours when both teaching methods were used as a supplement to the traditional chemistry instruction. We randomly selected two classes in a secondary school. Each teaching strategy was randomly assigned to one class. The experimental group received supplementary instruction delivered via CAI, while the control group received similar instruction through recitation hours. The data were analyzed using two‐way analysis of variance and t ‐test. It was found that the students who used the CAI accompanied with lectures scored significantly higher than those who attended recitation hours, in terms of school subject achievement in chemistry and attitudes toward chemistry subjects. In addition, there was a significant improvement in the attitudes of students in the experimental group toward the use of computers in a chemistry course. There was no significant difference between the performances of females versus males in each treatment group.