Serin, O. (2011). The effects of the computer based-instruction on the achievement and problem solving skills of the science and technology students. TOJET: The Turkish Online Journal of Educational Technology, 10(1), 183-201.
The authors of this quantitative empirical research article investigated the effects of computer-based science instruction on student achievement and problem solving skills. The authors examined how students’ access to computer-based learning activities for only three hours a week affected their ability to solve scientific problems in the classroom.
The participants of this study were 52 fifth grade students enrolled at a primary school in Buca-Izmir, Turkey. The authors collected data on students’ perceptions of their own problem solving skills, as well as the students’ comprehension on the science topic of “Earth, Sun and Moon”. Half of the students learned about the topic through a computer- based program containing animations, chances for interaction and navigation through the program, games, and quizzes. The other half of the students did not use the computer-based program. Results of this study showed that the students who used the computer-based program to gain information about the topic scored higher on achievement tests and problem- solving skills assessments than the students who did not use the program, and made a more significant gain in these skills from the pre-test to post-test assessments. Students who used the computer-based program also had a more positive attitude towards science and learning.
Educators can utilize the results of this study by implementing computer-based learning in the classroom through a variety of programs. Using computer-based instruction is beneficial to all students, especially those with special needs, as students are able to gain immediate feedback and learn at their own pace through a variety of learning modalities. This technology can be an easy way for educators to individualize education for each student.
The authors of this quantitative empirical research article investigated the effects of computer-based science instruction on student achievement and problem solving skills. The authors examined how students’ access to computer-based learning activities for only three hours a week affected their ability to solve scientific problems in the classroom.
The participants of this study were 52 fifth grade students enrolled at a primary school in Buca-Izmir, Turkey. The authors collected data on students’ perceptions of their own problem solving skills, as well as the students’ comprehension on the science topic of “Earth, Sun and Moon”. Half of the students learned about the topic through a computer- based program containing animations, chances for interaction and navigation through the program, games, and quizzes. The other half of the students did not use the computer-based program. Results of this study showed that the students who used the computer-based program to gain information about the topic scored higher on achievement tests and problem- solving skills assessments than the students who did not use the program, and made a more significant gain in these skills from the pre-test to post-test assessments. Students who used the computer-based program also had a more positive attitude towards science and learning.
Educators can utilize the results of this study by implementing computer-based learning in the classroom through a variety of programs. Using computer-based instruction is beneficial to all students, especially those with special needs, as students are able to gain immediate feedback and learn at their own pace through a variety of learning modalities. This technology can be an easy way for educators to individualize education for each student.