Abstract
AbstractFindings from a study conducted at the University of Nebraska-Lincoln indicated an interactive videodisc science lesson could be successfully sequenced with the traditional laboratory approach to teach high school students titration in a classroom setting. There were no significant differences between the achievement and attitude scores of students who used the interactive videodisc lesson first and then conducted the laboratory experiment and the scores of students who reversed the sequence. However, observational data showed students who used the interactive videodisc first were more efficient in conducting the lab experiment than students who first conducted the experiment in the lab.
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