Effectiveness of Using Computer Assisted Supplementary Instruction for Teaching the Mole Concept

Date

1995-07-01

Author

Yalçınalp, Serpil
Geban, Ömer
Özkan, İlker

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his 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.

URI

https://hdl.handle.net/11511/85811

Journal

Journal Of Research In Science Teaching

DOI

https://doi.org/10.1002/tea.3660321007

Collections

Department of Secondary Science and Mathematics Education, Article

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Citation Formats

S. Yalçınalp, Ö. Geban, and İ. Özkan, “Effectiveness of Using Computer Assisted Supplementary Instruction for Teaching the Mole Concept,” Journal Of Research In Science Teaching, pp. 1083–1095, 1995, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/85811.