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Abstract ▼ AI-Helper

This study examined the influences of computer-assisted instruction(CAl) upon high school students' conceptual understanding, algorithmic problem solving ability, learning motivation, and attitudes toward chemistry instruction. CAl programs were designed to supply animated molecular motions for emph...

This study examined the influences of computer-assisted instruction(CAl) upon high school students' conceptual understanding, algorithmic problem solving ability, learning motivation, and attitudes toward chemistry instruction. CAl programs were designed to supply animated molecular motions for emphasizing the particulate dynamic nature of matter and immediate feedbacks according to students' response types at each stage of four stage problem-solving strategy(understanding, planning, solving, and reviewing). The CAl and control groups (2 classes) were selected from a girls high school in Seoul, and taught about gas law for four class hours. Data analysis indicated that the students at the CAl group scored significantly higher than those at the control group in the tests on conceptual understanding and algorithmic problem solving ability. In addition, the students at the CAl group performed significantly better in the tests on the learning motivation and attitudes toward chemistry instruction.

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