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The Impact of Different Forms of Multimedia CAI on Students' Science Achievement
ARTICLE

IETI Volume 39, Number 4, ISSN 1470-3297

Abstract

Describes a study that explored the effects of teacher-centered versus student-centered multimedia computer-assisted instruction on the science achievements of tenth-grade students in Taiwan. Results of analysis of covariance on pretests-posttest scores showed the teacher-centered approach was more effective in promoting students' science achievements. (Author/LRW)

Citation

Chang, C.Y. (2002). The Impact of Different Forms of Multimedia CAI on Students' Science Achievement. Innovations in Education and Teaching International, 39(4), 280. Retrieved November 21, 2019 from .

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