scholarly journals Effect of Computer Assisted Instruction on Pre-Service Teachers’ Conceptual Change of Chemistry Concepts at St. Ambrose College of Education in Bono Region, Ghana

2020 ◽  
Vol 1 (2) ◽  
pp. 179-192
Author(s):  
James Osei Kwabena ◽  
Vitus Samlafo ◽  
Eric Appiah-Twumasi ◽  
Mark Kwasi Acheampong
Keyword(s):  
Conceptual Change ◽  
Science Teachers ◽  
Reaction Rate ◽  
Teaching Strategy ◽  
College Of Education ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Quasi Experimental ◽  
High Level ◽  
Assisted Instruction

The study examined the effect of computer-assisted instruction (CAI) on pre-service teachers' performance in reaction rate concepts. The research employed the quasi-experimental design of a one group pretest-posttest type. A sample of one hundred and fifty (150) pre-service teachers were selected from an accessible population of level hundred (L100) students from the St. Ambrose College of Education at Dormaa Akwamu in the Bono Region of Ghana. Reaction Rate Concept Test (RRCT) was used to gather data for the research. Percentages and Means were used to answer research questions. The results show that the CAI strategy has a positive effect on pre-service teachers' performance on reaction rate concepts. The study again shows that the use of CAI can improve learners' performance in science and can help learners in high-level cognitive performance. CAI strategy proved to be an effective conceptual change teaching strategy in science. Based on the results obtained, it is recommended that science teachers should adopt the CAI and other ICT related strategies in teaching for improved learning outcomes in Chemistry.

The Impact of a Year of Computer Assisted Instruction on the Development of First Grade Learning Skills

1998 ◽  
Vol 18 (4) ◽  
pp. 369-386 ◽  
Author(s):  
Ruth Ann Erdner ◽  
Rebecca F. Guy ◽  
Andrew Bush
Keyword(s):  
Reading Skills ◽  
First Graders ◽  
First Grade ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Significant Treatment ◽  
Main Effect ◽  
Quasi Experimental ◽  
Assisted Instruction ◽  
The Impact

This study seeks to examine the effects of computer assisted instruction on the reading achievement of first graders. Two hypotheses were tested. The first is that computer assisted instruction improves first graders' development of reading skills as measured by the CTBS Form U Level B. The second is that this development depends upon student sex. A quasi-experimental design was used to compare one group of first graders whose reading lessons were supplemented with CAI to a group of first graders whose reading lessons were not. A treatment by sex ANOVA on change in reading skills demonstrated a significant treatment (CAI versus control) main effect. Results from planned comparisons of treatment differences by sex demonstrated that statistically significant gains were sex specific with only males exhibiting a significant average increase when exposed to CAI. Although females exposed to CAI also tended toward greater gain in the sample, the magnitude of their gain was not statistically significant. The implications of these findings are discussed.

scholarly journals Pengaruh metode pembelajaran drills terhadap hasil belajar ditinjau dari motivasi belajar siswa di SMKN 1 Seyegan

2013 ◽  
Vol 3 (1) ◽  
Author(s):  
Muhammad Yusuf Darmawan
Keyword(s):  
Student Learning ◽  
Teaching Method ◽  
Learning Outcome ◽  
Instructional Method ◽  
Learning Motivation ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Quasi Experimental ◽  
High Motivation ◽  
Assisted Instruction

Penelitian ini untuk mengetahui perbedaan hasil belajar KKPI antara siswa yang diajar dengan metode pembelajaran Computer Assisted Instruction (CAI) format drills dengan siswa yang diajar dengan metode pembelajaran demonstrasi ditinjau dari motivasi belajar siswa. Penelitian ini merupakan penelitian eksperimen semu. Sampel penelitian sebanyak 63 siswa, yang terdiri dari 31 siswa kelas eksperimen dengan diberikan perlakuan metode pembelajaran CAI format drills dan 32 siswa kelas kontrol dengan diberikan perlakuan metode pembelajaran demonstrasi. Teknik analisis data menggunakan analisis varians (ANAVA). Hasil penelitian 1) terdapat perbedaan hasil belajar KKPI antara siswa yang diajar dengan metode pembelajaran CAI format drills dengan siswa yang diajar dengan metode pembelajaran demonstrasi; (2) tidak terdapat interaksi antara metode pembelajaran CAI format drills dan metode pembelajaran demonstrasi dengan motivasi belajar terhadap hasil belajar KKPI siswa; (3) terdapat perbedaan hasil belajar KKPI antara siswa yang diajar dengan metode pembelajaran CAI format drills dengan siswa yang diajar dengan metode pembelajaran demonstrasi ditinjau dari siswa yang memiliki motivasi tinggi; 4) terdapat perbedaan hasil belajar KKPI antara siswa yang diajar dengan metode pembelajaran CAI format drills dengan siswa yang diajar dengan metode pembelajaran demonstrasi ditinjau dari siswa yang memiliki motivasi rendah. THE EFFECT OF DRILLS INSTRUCTIONAL METHOD ON LEARNING OUTCOME VIEWED FROM STUDENT LEARNING MOTIVATION IN SMKN 1 SEYEGANAbstractThis research aims to find out the differences in learning KKPI outcomes between students who are taught using Computer-Assisted Instruction (CAI) format drills method and those taught using the demonstration method in terms of students’ learning motivation. This research is a quasi experimental. The subjects were 63 students, consisting of 31 students in the experiment class using CAI format drills method and 32 students in the control class using demonstration method. Data analyze techniques used the analysis of variances (ANOVA). The result of this research: (1) There are differences in learning KKPI outcomes between the students who are taught using CAI format drills method and those taught using the demonstration method. (2) There is no interaction between CAI format drills method and demonstration method and the students’ motivation on their learning KKPI outcomes. (3) There are differences in learning KKPI outcomes between the students who are taught using CAI format drills method and those taught using the demonstration method in terms of the high motivation of students. (4) There are differences in learning KKPI outcomes between students who are taught using CAI format drills method and those taught using the demonstration teaching method seen from the low motivation of the students.

Closing the Performance Gap: CAI and Secondary Education for the Mildly Handicapped

1988 ◽  
Vol 4 (3) ◽  
pp. 265-286 ◽  
Author(s):  
John Woodward ◽  
Douglas Carnine ◽  
Maria Collins
Keyword(s):  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Skill Levels ◽  
Resource Room ◽  
Complex Information ◽  
Quasi Experimental ◽  
Academic Competencies ◽  
Assisted Instruction ◽  
Experimental Group ◽  
Experimental Comparisons

Secondary mildly handicapped students are frequently expected to pass a set of academic competencies in order to graduate from high school along with their non-handicapped peers. Typically, resource room instruction for these mildly handicapped students involves considerable practice on elementary facts and concepts and relatively little time devoted to more complex information and problem-solving activities. Well designed computer assisted instruction can not only teach the latter, but it can lead students to perform at skill levels commensurate with their non-handicapped peers. This article describes three studies involving the use of CAI with secondary mildly handicapped students. Experimental comparisons were conducted between mildly handicapped groups and quasi-experimental comparisons were made between the experimental group in each study and non-handicapped peers. The studies consistently indicate that well designed CAI can have a significant effect on learning.

Computer-Assisted Instruction as a Supplement to Lectures in an Introductory Psychology Class

1996 ◽  
Vol 23 (3) ◽  
pp. 175-181 ◽  
Author(s):  
Everett L. Worthington ◽  
Josephine A. Welsh ◽  
C. Ray Archer ◽  
Erica J. Mindes ◽  
Donelson R. Forsyth
Keyword(s):  
Introductory Psychology ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Introductory Psychology Class ◽  
Educational Benefits ◽  
Domain Specific ◽  
Psychology Class ◽  
Quasi Experimental ◽  
Teaching Psychology ◽  
Assisted Instruction

Educational benefits of computer-assisted instruction (CAI) were investigated. A quasi-experimental design contrasted learning outcomes of students in an introductory psychology class that incorporated CAI exercises to students in a lecture-only introductory psychology class. A number of potential mediating variables, such as instructor, size of class, textbook, and year in school, were controlled. Analysis of students’ final examination scores indicated that students in the lecture-plus-CAI section obtained higher scores than students in the lecture-only section, and these higher scores were due to their better performance on concepts that were taught in both lecture and CAI exercises. These findings offer modest support for the use of CAI as a supplement to lecture in teaching psychology, particularly for domain-specific learning.

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