The Interplay between Different Forms of CAI and Students' Preferences of Learning Environment in the Secondary Science Class
Science Education Volume 89, Number 5, ISSN 0036-8326
This evaluation study investigated the effects of a teacher-centered versus student-centered computer-assisted instruction (CAI) on 10th graders' earth science student learning outcomes. This study also explored whether the effects of different forms of computer-assisted instruction (CAI) on student learning outcomes were influenced by student preferences of learning environment (PLE). A total of 347 10th-grade senior high school students participated in this nonequivalent control group quasiexperiment. During a one-week period, one group of students (n = 216) were taught by a teacher-centered CAI (TCCAI) model whereas the other group of students (n = 131) were subject to a student-centered CAI (SCCAI) method. Results showed that (a) no statistically significant difference on students' earth science achievement was found for either group; (b) TCCAI group had significantly better attitudes toward earth science than did the SCCAI group; furthermore (c) a significant PLE-treatment interaction was found on student attitudes toward the subject matter, where the teacher-centered instructional approach seemed to enhance more positive attitudes of less constructivist-oriented learning preferences students, whereas the student-centered method was more beneficial to more constructivist-oriented learning preferences students on their attitudes toward earth science in a computer-assisted learning environment.
Chang, C.Y. & Tsai, C.C. (2005). The Interplay between Different Forms of CAI and Students' Preferences of Learning Environment in the Secondary Science Class. Science Education, 89(5), 707-724.
Cited ByView References & Citations Map
David Slykhuis, James Madison University, United States; Rebecca Krall, University of Kentucky, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4142–4151
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.