Abstract

This study evaluated the performance of university students who learned science texts by using, information communication technologies (ICT) including animation, static figures, power point, and e-plus software. The characteristics of students and their achievements and attitudes toward 11 multimedia science courses were analyzed. The 11 samples in this study included 676 undergraduate students who took science courses during the 2005 academic year. The results included the computation of the F-ratio, p-values, and Cohen’s effect-sizes of attitudes toward science and learning science in relation to the student’s gender, attendance of computer orientation classes, use of computer-multimedia, disposition toward computers, and majors. Our study describes some helpful approaches to the incorporation of computer-based multimedia teaching utilizing constructivist design principles to facilitate the student’s understanding and attitude toward science learning.

Citation

Su, K.D. (2008). An integrated science course designed with information communication technologies to enhance university students’ learning performance. Computers & Education, 51(3), 1365-1374. Elsevier Ltd. Retrieved July 2, 2022 from https://www.learntechlib.org/p/66556/.

Keywords

• Attitude
• Computer Assisted Instruction
• Computer Software
• Constructivism (Learning)
• Constructivist design principles
• gender differences
• Information Communication Technologies (ICT)
• information technology
• Majors (Students)
• Multimedia science courses
• Science Curriculum
• science education
• Science Learning
• student attitudes
• undergraduate students