Abstract
This study investigates the different effects of web-based and face-to-face discussion on computer engineering majors' performance using the Karnaugh map in digital logic design. Pretest and posttest scores for two treatment groups (web-based discussion and face-to-face discussion) and a control group were compared and subjected to covariance (ANCOVA) statistical analysis. Results showed that both web-based discussion and face-to-face discussion significantly increased students' achievement.
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