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A Study on the Effect of Cooperative Computer-Assisted Instruction by Previous Achievement Level
A Study on the Effect of Cooperative Computer-Assisted Instruction by Previous Achievement Level
Journal of the Korean Chemical Society. 2002. Aug, 46(4): 377-384
  • Published : August 20, 2002
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No, Tae-Hui
Cha, Jeong-Ho
Yun, Seon-Ae
Gang, Seok-Jin

Abstract
In this study, the effect of cooperative computer-assisted instruction upon students' conceptual under-standing,application ability, and learning motivation were investigated by a previous achievement level. The treatment and the control groups (2 classes) were selected from a middle school in Seoul, and taught about the motion of molecule for 5 class periods. Prior to the instructions, a learning motivation test was administered and used as covariate. The scores of a previous achievement test were also used as covariate. The scores of the mid-term science examination were used as blocking variable. After the instructions, the conceptions test, the application test, and the learning motivation test were administered. Two-way ANCOVA results revealed that there were no significant differences in the scores of the con-ceptions test and the application test. However, the scores of the treatment group were found to be significantly higher than those of the control group in the learning motivation test.
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