The Effect on Retention of Computer Assisted Instruction in Science Education

By Kara, Izzet | Journal of Instructional Psychology, December 2008 | Go to article overview

The Effect on Retention of Computer Assisted Instruction in Science Education


Kara, Izzet, Journal of Instructional Psychology


The aim of this research is to determine the retention effect of Computer Assisted Instruction (CAI) on students' academic achievement for teaching the Physics topics. The research includes the Force and Pressure units of 7th grade Science Lesson. In this research, 132 students were structured as both control and experiment groups. Traditional instruction (TI) method is used for control group while traditional instruction with teacher supervised CAI method is used for experiment group. Scientific subject test was applied as pre-test and post-test to both groups. 5 months latter, the Science Subject test was applied to both groups again. Significant differences between the Science Subject test scores of experiment and control group were found in favor of experiment group.

Keywords: Computer assisted instruction, Science Teaching, Retention

**********

Instruction materials are among the assistant materials which teachers use them to make instruction more effective, lasting and enjoyable. Computers that are used as both a material and method and instructional materials are effective for making students concentrate on, understanding of, synthesizing and improving positive attitude towards the subject of the course. An instructional material makes the topic clearer and more lasting by making the topics that are abstract for students more concrete (Cepni et a1., 2004; Demirel, 2004). Therefore, the usage of visual instructional materials is so much important in the instruction of abstract concepts as being included in Science Lesson, understanding of the subject by students and improving positive attitude towards the course.

Nowadays, it is obvious that visual materials have been used in every field and technological devices, especially televisions and computers, have affected students. As a result of instructional materials that are supported by a variety of sound, image and animations are observed as more lasting, enjoyable and effective ones. Learning is resulted from seeing in %83, hearing in %11, smelling in %3,5, touching in %1,5 and tasting in % 1 (Demirel, 2004). Learning is resulted from seeing %75, hearing %13, smelling %6, touching %3 and tasting %3 (Kucukahmet,

2001).

There are experimental evidences that only oral explanation method doesn't work well. If principles of how students learn are taken into account, richness of the visual content makes instruction more lasting and effective (Mayer, 2003).

According to Cilenti and Kinder, in a fixed time, learning is gained by reading in %10, hearing in %20, seeing in %30, both seeing and hearing %50, telling %70 and doing and telling %90 (Simsek, 2002; Demirel, 2004; Yalin, 2006). This shows that visual materials supported by audio and animations are more effective on students' learning, perception and synthesizing

More sense organs deal with learning, faster and better instruction occurs. Instruction is so lasting. The best learning is doing and living oneself (Kucukahmet, 2001; Demirel, 2004).

For these reasons, we have to develop scientific lessons as the ones that are supported by visual and audio instructional materials to draw students' attention and so provide lasting learning, reflect science nature and accelerate learning.

The main purpose of the educational research is to find how to form a learning climate to provide lasting and upper level learning with a less expense and try in a shorter time (Yigit & Akdeniz; 2003). Using computers in classrooms is among the recent popular topics and ratio of Computer Assisted Instruction (CAI) and the use of computers in classroom are common and becoming widespread.

Lifestyles of people affect their learning styles and even determine how they learn and develop them. Therefore, provisions of educational and instructional materials having more visual content is necessary in order to teach to the person of this time who lives visually and are in the bombardment of visual knowledge (Cepni et al. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • A full archive of books and articles related to this one
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

The Effect on Retention of Computer Assisted Instruction in Science Education
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

    Already a member? Log in now.