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This study examined the effect of computer-assisted instruction (CAI), used as a problem-solving supplement to classroom instruction, on students' understanding of chemical formulas and mole concept, their attitudes toward chemistry subjects, and CAI. The objective was to assess the effectiveness of CAI over recitation hours when both teaching methods were used as a supplement to the traditional chemistry instruction. We randomly selected two classes in a secondary school. Each teaching strategy was randomly assigned to one class. The experimental group received supplementary instruction delivered via CAI, while the control group received similar instruction through recitation hours. The data were analyzed using two-way analysis of variance and t-test. It was found that the students who used the CAI accompanied with lectures scored significantly higher than those who attended recitation hours, in terms of school subject achievement in chemistry and attitudes toward chemistry subjects. In addition, there was a significant improvement in the attitudes of students in the experimental group toward the use of computers in a chemistry course. There was no significant difference between the performances of females versus males in each treatment group. 相似文献
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Ilker Kalender 《International Journal of Science Education》2013,35(10):1379-1394
In this study, a hypothesised model with latent variables such as socio‐economic status, students’ perception of success and interest in different subject matter areas, out‐of‐school activities, and classroom teaching learning activities in relation to science achievement of the students was tested via linear structural modelling. The data come from the Student Assessment Program—2002 conducted by the Ministry of National Education in Turkey. The results obtained in a sample of 29,911 students indicated that there were positive relationships between the socio‐economic status of the students and teacher‐centred activities in the classroom with science achievement. On the other hand, student‐centred activities did not contribute to explain achievement measures positively. There is a need to scrutinise the quality of student‐centred activities in Turkey. 相似文献
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Ilker Ugulu 《Environmental Education Research》2015,21(6):916-942
Recycling and its applications are growing significantly due to the great potential for solving a range of environmental problems in society. Nevertheless, there are currently very few instruments that can provide valid and reliable data on students’ attitudes toward recycling. In this regard, this article focuses on the development and validation of Recycling Attitude Scale (RAS). The items in the RAS were developed initially from the responses to three open-ended items by 53 tenth and eleventh grade students and literature review on recycling attitude. This initial form was pilot tested with 356 tenth and eleventh grade students and then subjected to exploratory factor analysis. Subsequently, the revised version of the scale was administrated to 694 tenth grade students, and the results were subjected to confirmatory factor analysis and reliability analysis. The RAS consists of 21 items in three subscales, with responses recorded on a four-point Likert scale, options ranging from strongly agree to strongly disagree. Cronbach’s alpha reliability coefficient (α) of the scale was found to be .87. The results indicate that the RAS a potentially valuable tool for both instructors and researchers in Turkey for the assessment of the attitudes toward recycling held by students in secondary education. 相似文献
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