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A Study on the Teaching Performance of Computer Simulation Software Application in the Single-Chip Lab Program for the General Senior High School Information Technology Program
Single-Chip Laboratory Course
Computer Simulation Software
Abstract The purpose of this study is to investigate the effects of applying the computer simulation software on the teaching performance of the “Single-Chip Laboratory” for the information technology program in general senior high schools. The pretest and posttest were adopted in this quasi-experimental research. The research tools were consisted of fundamental single-chip competency test, cognitive post-test and skill achievement evaluation on the single-chip laboratory course, and post-learning satisfaction assessment questionnaire. The research samples of this study included twenty-six students enrolled in the Second Year Class (Grade 11) of the Information Technology Program at National Guansi Senior High School. Each of the experimental and control group was composed of thirteen members, with the conduction of the thirty-two-hour teaching for an eight-week period. Prior to the commencement of the experimental teaching, the entire sample population underwent the pretest on the 8051 single-chip basic competency. In accordance with the pretest score rankings and the S-shaped arrangement method, the sample population was divided into experiment group and control group with the same backgrounds. During the course of the experiment, the control group adopted the traditional bench teaching method, while the experiment group applied the computer simulation software in combination with the traditional laboratory bench teaching method. The posttest and laboratory evaluations were conducted separately upon completion of the teaching for assessing the learning performance. Further, the experiment group was required to complete the learning satisfaction assessment questionnaire for the application of the computer simulation software teaching method. This research study applied the t-test, single-factor variable analysis, single-factor co-variance analysis, and descriptive statistic method to test the research hypothesis. The conclusions obtained from the study are described as below: 1.There is no significant difference in the cognitive learning performance of the single-chip laboratory course between experiment group and control group. 2.Students, who were enrolled in the “Computer Simulation Software” teaching method, exhibited significantly higher skill learning performance in the single-chip laboratory course than those enrolled in the traditional teaching method. 3.Students, who were enrolled in the experiment group exhibited significantly shorter length of time for the completion of the experiment for the single-chip laboratory course than the students enrolled in the control group. 4.It is beneficial and effective for applying computer simulation software on the “Single-Chip Laboratory” courses at the senior high schools and vocational schools.
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