You are here:

Comparing the Impacts of a Problem-based Computer-Assisted Instruction and the Direct-Interactive Teaching Method on Student Science Achievement
ARTICLE

Journal of Science Education and Technology Volume 10, Number 2, ISSN 1059-0145

Abstract

Explores the effects of a Problem-based Computer-Assisted Instruction (PBCAI) on students' earth science achievement in Taiwan. One hundred and fifty-nine 10th grade students enrolled in four sections of a mandatory earth science course participated in this pretest- posttest control group experiment. A significant difference was found between the instructional methods used. (Author/SAH)

Citation

Chang, C.Y. (2001). Comparing the Impacts of a Problem-based Computer-Assisted Instruction and the Direct-Interactive Teaching Method on Student Science Achievement. Journal of Science Education and Technology, 10(2), 147. Retrieved December 15, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.