A Study on the Effect of Cooperative Computer-Assisted Instructionby Previous Achievement Level

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(1)Journal of the Korean Chemical Society 2002, Vol. 46, No. 4 Printed in the Republic of Korea.

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(3) (2002. 1. 25 ). A Study on the Effect of Cooperative Computer-Assisted Instruction by Previous Achievement Level Taehee Noh*, Jeongho Cha, Sunae Yoon, and Sukjin Kang Department of Chemistry Education, Seoul National University, Seoul 151-748, Korea (Received Jnuary 25, 2002). .

(4) ! " #$ %& '(), %& *+, , - ./ !012. 3 4 2% 56 789 :; < => ( 5?3 @ " 6 A3012. " BC , , - D$ A30E FGH89 *012. " ) D I % & JK GH FGH89 *012. 4LM 6 !0E N GH89 *012. " BC O, % & D, %& *+ D, , - D$ A3012. '> FGP :Q R, %& DS %& *+ D I. BC T= UV T= ' WXY ?'Z [\2. ]^_ , - D BC T= I Z UV T= `0E WX0a bc2. : ! ", , %& '(), %& *+, , ABSTRACT. In this study, the effect of cooperative computer-assisted instruction upon students’ conceptual understanding, application ability, and learning motivation were investigated by a previous achievement level. The treatment and the control groups (2 classes) were selected from a middle school in Seoul, and taught about the motion of molecule for 5 class periods. Prior to the instructions, a learning motivation test was administered and used as covariate. The scores of a previous achievement test were also used as covariate. The scores of the mid-term science examination were used as blocking variable. After the instructions, the conceptions test, the application test, and the learning motivation test were administered. Two-way ANCOVA results revealed that there were no significant differences in the scores of the conceptions test and the application test. However, the scores of the treatment group were found to be significantly higher than those of the control group in the learning motivation test. Keywords: Cooperative Computer-Assisted Instruction, Achievement Level, Conceptual Understanding, Application Ability, Learning Motivation. de Z P89 5f g Y Jh' iZ0M j8k, Z l6 m73nM op6 %qr s'g -9. H0E tu $ v*0w 3)' iZ0M j2. xy, 0'z{|}, ~7, ] 2 Y X -' )/ ! "(CAI: computer-assisted instruction) # ' bM j2. 1. 377.

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(39) . 380. Table 1. Means, standard deviations, and adjusted means of the conception test scores Control Group (n=28). High Low Total. Treatment Group (n=25). M. SD. Adj. M. M. SD. Adj. M. 6.85 5.67 6.21. 1.57 2.32 2.06. 6.37 6.08 6.22. 7.07 6.36 6.76. 1.00 1.36 1.20. 6.75 6.75 6.75. Table 2. Means, standard deviations, and adjusted means of the application test scores Control Group (n=28). High Low Total. Treatment Group (n=25). M. SD. Adj. M. M. SD. Adj. M. 5.69 3.60 4.57. 2.25 1.96 2.32. 5.34 3.91 4.58. 5.57 4.18 4.96. 1.34 2.23 1.88. 5.33 4.47 4.95. j8Ë9, ; ]&6 ]%_ ;H JI t76 Ý0 + CAI #Z cÎ s89 H2. $%& ! "#. %& *+ D I. 78 ¾ 78¤ Table 2S ¸2. BC T= UV T= ¾ 78¤ 8I °I ±± 4.95S 4.58 9 BC T=' bc8_, '> FGP :Q R, ] ?' WX0 c2(MS=1.00, F=.26, p=.610). YÔ, 7¬ ÏÐ UV T= B C T= I Z WY þ/, 0¬ ÏÐ BC T= ¾ 78' UV T= `0E bc2. ] ^_ " BCS ' 7¿£* # 3 WX0 c2(MS=1.06 F=.28, p=.600). %& *+ D WXY ?'Z [\Î s¤ q

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(46) ! "#. 381. Table 3. Means, standard deviations, and adjusted means of the test scores on learning motivation Control Group (n=28). Treatment Group (n=25). M. SD. Adj. M. M. SD. Adj. M. High Low Total. 2.96 3.08 3.02. .28 .32 .30. 2.99 3.11 3.06. 3.35 3.16 3.26. .30 .28 .30. 3.27 3.18 3.23. Attention High Low Total. 2.96 3.26 3.12. .39 .42 .43. 2.97 3.23 3.12. 3.46 3.24 3.37. .36 .29 .34. 3.44 3.27 3.36. Relevance High Low Total. 3.09 3.25 3.18. .31 .41 .37. 3.11 3.26 3.19. 3.48 3.28 3.39. .44 .30 .39. 3.36 3.38 3.37. Confidence High Low Total. 3.08 3.02 3.05. .24 .28 .26. 3.11 3.08 3.09. 3.38 3.26 3.33. .30 .34 .32. 3.34 3.21 3.28. Satisfaction High Low Total. 3.05 3.14 3.10. .35 .39 .37. 3.07 3.21 3.15. 3.45 3.21 3.34. .27 .37 .33. 3.35 3.23 3.30. Total. Table 4. ANCOVA results on the learning motivation test scores Source of variance. SS. df. F. P. Total Treatment Level Treatment×Level. .38 .00 .15. 1 1 1. 6.20 .05 2.49. .016* .832 .121. Attention Treatment Level Treatment×Level. .76 .02 .57. 1 1 1. 6.95 .16 5.16. .011* .692 .028*. Relevance Treatment Level Treatment×Level. .45 .09 .06. 1 1 1. 4.77 .94 .58. .034* .336 .449. Confidence Treatment Level Treatment×Level. .36 .09 .03. 1 1 1. 5.35 1.34 .48. .025* .252 .492. Satisfaction Treatment Level Treatment×Level. .29 .00 .21. 1 1 1. 3.08 .03 2.27. .086 .872 .139. . p<.05.. 2002, Vol. 46, No. 4. Fig. 1. Attention subtest scores by previous achievement level.. ó x6 þ~0 ./ tA89 J ¤ V96 M j- ÂÃ'2. %%H a Ý J¤ ®9]¯6 Ö× %¶Y2 s¤ A 7 Z0Ë9, '$ (R0- ¬Y 0_ o@89 CAIZ V@\2.

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A Study on the Effect of Cooperative Computer-Assisted Instructionby Previous Achievement Level  

A Study on the Effect of Cooperative Computer-Assisted Instructionby Previous Achievement Level