Abstract
This study examined the effects of computer-aided instruction (CAI) and conventional teaching methods on high school biology performance. He was randomly selected from each of his two schools to take two science courses. An unequal, quasi-experimental, pre-test, and post-test design were used. Students in the experimental group used their CAI to learn cellular respiration (a biological concept), while the control group learned the same cellular respiration using a conventional approach. Independent and paired-samples t-tests were used to analyze pre-and post-test results for both experimental and control groups. Results showed that students taught using the traditional approach performed better on the post-test than those taught using the CAI. However, students in the experimental group performed better after being instructed to use the CAI. The results also showed that underperforming students performed better after being tutored at CAI. This indicates that CAI is more effective in teaching underperforming students.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Mathematics Instruction, Social Research and Opinion
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
