컴퓨터보조수업(CAI)의 학습효과에 관한연구

Abstract

The purpose of the study was to investigate the relative effectiveness of computer assisted instruct ion (CAI) over the traditional lecture instruct ion on the learning of chemistry concept s and principles. In the United States, there have been many studies comparing the CAI instruction in various modes and subject areas with traditional instruction in different school levels. Among these studies, several of them reported the superiority of CAI inst ruction over the traditional instruction in it s effectiveness (in terms of achievement scores)and efficiency (in terms of instruct ion time) (Kulik & Banghart, 1983; Vinsonhaler & Bass, 1972; Jamison & Wells, 1977; Edwards & Taylor, 1975; Burns, 1981). There has been no such research in Korea regarding the effectiveness of CAI program, although the awareness of and interest in CAI a s a possible instructional tool have been raised rapidly in recent year s in Korean educational circle. For this reason, this study aimed to see if similar findings can be resulted in Korean educational setting and to serve as a springboard for the further studies in the area. Three hypotheses were drawn from the review of literature: Hypothesis I, Acqusition of the concept s and principle s will be greater under CAI inst ruction than the lecture instruct ion; Hypothesis 2, the level of student s `` learning interest under the CAI instruct ion will be higher than the lecture method; Hypothesis 3, the instruction time under the CAI will be shorter than under the lecture method. The mode of CAI employed for the experiment was ``procedural simulation `` mode. The concept s and principles selected for the experiment were those related with the `` law of constant element s ``. Dependent variables were student s `` performance on written test, time taken to complete the instruction and attitude toward instructional method and subject area a s shown by attitude questionnaire score. Fifty- six Hanyang Girl``s High School student s were selected for the experiment and randomly assigned to either experiment (CAI) group or control (lecture) group. Student s on both group took pretest and attitude questionnaire. Student s in experimental group were seated in front of personal computer s connected with disk driver and learned the material by interacting with computer on an individual basis. Individual instruction time was recorded. Control group student s were given lecture on the same content. The lecture took 40 minutes. After inst ruction was over, both group took posttest and attitude questionnaire which are identical with pretests. The result s of the experiment showed that student s in the CAI group did significantly better than those in the lecture group. The finding supported the hypothesis 1. T he hypothesis 2 was also supported by the research. The scores on attitude questionnaire revealed that CAI method improved the student s `` interest level significant ly better, while the lecture method didn`` t. The inst ruction t ime scores denoted that student s in CAI group took more time (47.89 minutes) than lecture group (40 minutes). Therefore, the current research finding failed to support the hypothesis 3. The overall finding showed that CAI instruction, designed and developed according to instructional system development model, was effective in the learning of chemical concept s and principles and improved learning interest level. However, to find out the efficiency of CAI in terms of saving in inst ruction time, another study which consider s the more inst ruction time required to raise student s `` performance level of the lecture group up to that of CAI group ha s to be planned and carried out.