The influence of computer-assisted instruction on students’ conceptual understanding of chemical bonding and attitude toward chemistry: A case for Turkey
Computers & Education Volume 51, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
In this study, the effect of computer-assisted instruction on conceptual understanding of chemical bonding and attitude toward chemistry was investigated. The study employed a quasi-experimental design involving 11 grade students; 25 in an experimental and 25 in a control group. The Chemical Bonding Achievement Test (CBAT) consisting of 15 two-tier questions and the Chemistry Attitude Scale (CAS) consisting of 25 item were the principal data collection tools used. The CBAT and CAS instruments were administered in the form of a pre-test and post-test. Analyses of scores of the two groups in the post-test were compared and a statistically significant difference was found between groups in favor of experimental group. It also seems students from the experimental group were more successful than the control group students in remediation of alternative conceptions. The results of this study suggest that teaching–learning of topics in chemistry related to chemical bonding can be improved by the use of computer-assisted teaching materials.
Özmen, H. (2008). The influence of computer-assisted instruction on students’ conceptual understanding of chemical bonding and attitude toward chemistry: A case for Turkey. Computers & Education, 51(1), 423-438. Elsevier Ltd.
- Achievement Tests
- Alternative conception
- Attitude Measures
- Chemical Bonding
- Chemistry Education
- Computer Assisted Instruction
- Computer-assisted instruction
- Control Groups
- Experimental Groups
- Foreign Countries
- Grade 11
- High School Students
- Quasiexperimental Design
- Science Instruction
- Scientific Concepts
- student attitudes
- teaching methods
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Michelle Mukherjee, Queensland University of Technology, Australia; Ian Fogarty, Riverview High School, Canada; David Geelan, The University of Queensland, Australia
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 3123–3129
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