A Comparative Analysis of the Effects of Computer-Assisted Instruction on Student Achievement in Differing Science and Demographical Areas
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Christmann, E. & Badgett, J. (1999). A Comparative Analysis of the Effects of Computer-Assisted Instruction on Student Achievement in Differing Science and Demographical Areas. Journal of Computers in Mathematics and Science Teaching, 18(2), 135-143. Charlottesville, VA: AACE.
Retrieved from http://www.editlib.org/p/6561.
Journal of Computers in Mathematics and Science Teaching
Volume 18, Issue 2, 1999
Association for the Advancement of Computing in Education (AACE) Charlottesville, VA
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This study compared science students who were exposed to traditional methodology with those who received traditional methodology supplemented with computer-assisted instruction (CAI). From the 24 conclusions, an overall mean effect size of 0.266 was calculated, indicating that on the average, students receiving traditional instruction supplemented with CAI attained higher academic achievement than did 60.4% of those receiving only traditional instruction. The effect sizes were categorized into four subject areas. In descending order, the mean effect sizes in general science, physics, chemistry, and biology are: 0.707, 0.280, 0.085, and 0.042, respectively. Differences in educational settings revealed that CAI is most effective among science students in urban areas followed by those in suburban areas, and weakest among rural students.
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