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Abstract
The purpose of this study was to investigate computer‐assisted instruction and semi‐programmed instruction as replacements for traditional recitation/discussion in general chemistry. Student performance on problem solving and student attitudes were investigated. The study also examined the effect of formal reasoning ability as a covariate. The data indicated that for simple exercises, all methods of teaching recitation/discussion sections were equally effective, but for more difficult exercises, the semi‐programmed instruction was most effective. Students had more positive attitudes when using the semi‐programmed instruction than when attending traditional recitation/discussion sections.
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