PEN Academic Publishing-   |  ISSN: 1308 - 9501

Original article | International Journal of Educational Researchers 2010, Vol. 1(2) 22-28

The Investigation of Effects of Modelling and Computer Assisted Instruction on Academic Achievement

M. Handan GÜNEŞ & Dilek ÇELİKLER

pp. 22 - 28   |  Manu. Number: ijers.2016.001

Published online: July 01, 2010  |   Number of Views: 133  |  Number of Download: 593


Abstract

The study aimed to investigate the effects of modelling and computer assisted instruction (CAI) on academic achievement of the students. For this purpose, the study was conducted with 132 second grade students who were attending Education Faculty, Science and Technology Education Department of 19 Mayıs University. Students were distributed into three groups as control, modelling and computer assisted instruction groups and the topic of cell division was taught by the use of three different methods. According to the pre and post- test results, there were significant differences between the groups in terms of academic achievement. Whilst control group students to whom topics were taught by the use of traditional method were found the less successful group, modelling group was found the most successful group. Study results revealed that students to whom topics were taught by the use of supplementary tools were more successful.

Keywords: cell division, modelling, computer assisted instruction (CAI)


How to Cite this Article?

APA 6th edition
GUNES, M.H. & CELIKLER, D. (2010). The Investigation of Effects of Modelling and Computer Assisted Instruction on Academic Achievement. International Journal of Educational Researchers , 1(2), 22-28.

Harvard
GUNES, M. and CELIKLER, D. (2010). The Investigation of Effects of Modelling and Computer Assisted Instruction on Academic Achievement. International Journal of Educational Researchers , 1(2), pp. 22-28.

Chicago 16th edition
GUNES, M. Handan and Dilek CELIKLER (2010). "The Investigation of Effects of Modelling and Computer Assisted Instruction on Academic Achievement". International Journal of Educational Researchers 1 (2):22-28.

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