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|Title:||The effects of the temporal position of computer-based practice on solving quantitative problems in physical science|
|Doctoral Committee Chair(s):||Waugh, Michael L.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The goal of this study was to determine whether different timing of computer-based practice would result in differential achievement with regard to learning certain quantitative problem solving skills in physical science. The effects of three types of practice (immediate, one-day delayed, and two-day delayed) after original instruction on students' achievement were observed to determine the influence of such practice. Five additional independent variables (gender, mathematical ability, field dependence/field independence, prior computer experience, and attitude toward science) were examined to determine whether any interaction would occur when the three different treatments were administered.
Two hundred and seventy-six eighth-grade students at a private high school in Kaohsiung, Taiwan, R.O.C., served as the subjects for this experiment. The instructional material consisted of two computer programs--one tutorial and one practice. The tutorial portion taught students about the basic concepts of kinetic energy (KE), gravitational potential energy (GPE), and conservation of energy. The practice portion attempted to familiarize students with solving problems using the mathematical formulas for KE and GPE.
A posttest was administered on the day following each of the treatments. A retention test parallel to the posttest was administered one week later to examine the students' retention of problem-solving ability. The data from the two achievement tests were analyzed by using analysis of covariance techniques. Students' most recent physical science examination scores were collected from school records and used as a covariate in the analyses.
The results indicate that there were no significant differences in achievement among the groups which experienced the different practice schedules. Also there were no significant interactions between the experimental groups and any of the five independent variables. One significant difference (p $<$.05) was found on the simple main effect of mathematical ability when learning was measured by the posttest.
|Rights Information:||Copyright 1989 Juang, Chyi-Shiun|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9010904|