The impact of different forms of multimedia CAI on students' science achievement
| dc.contributor | 國立臺灣師範大學科學教育研究所 | zh_tw |
| dc.contributor.author | Chang, C. Y. | en_US |
| dc.date.accessioned | 2014-12-02T06:41:47Z | |
| dc.date.available | 2014-12-02T06:41:47Z | |
| dc.date.issued | 2002-01-01 | zh_TW |
| dc.description.abstract | The study described in this paper has explored the effects of teacher-centred vs. student-centred multimedia computer-assisted instruction (CAI) on the science achievements of tenth-grade students. A total of 244 tenth-grade senior high-school students (attending six science classes) participated in this pre-test/post-test comparison-group experiment. During a one-week period, one group of students ( n = 123)were taught by a teacher-centred multimedia CAI scheme (TMCAI)whereas the other group of students ( n = 121) was subjected to a student-centred multimedia CAI (SMCAI) effect. An analysis of covariance on the Earth Science Achievement Test post-test scores with students' pre-test scores as the covariate revealed that the teacher-centred teaching approach was more effective in promoting students' science achievements than was the student-centred method - especially on the knowledge and application levels of the cognitive domain. Some implications for the implementation of multimedia CAI within secondary-science classrooms are discussed. | en_US |
| dc.description.uri | http://www.tandfonline.com/doi/pdf/10.1080/13558000210161052 | zh_TW |
| dc.identifier | ntnulib_tp_C0701_01_022 | zh_TW |
| dc.identifier.issn | 1470-3297 | zh_TW |
| dc.identifier.uri | http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/42413 | |
| dc.language | en_US | zh_TW |
| dc.publisher | Taylor & Francis (Routledge) | en_US |
| dc.relation | Innovations in Education and Teaching International, 39, 280-288. | en_US |
| dc.relation.uri | http://dx.doi.org/10.1080/13558000210161052 | zh_TW |
| dc.title | The impact of different forms of multimedia CAI on students' science achievement | en_US |