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The Use of Computer-Assisted Instruction in High School Chemistry
The purpose of this research proposal is to exam the impact of computer assisted instruction (CAI) on the performance of high school chemistry students. ... Computer assisted instruction most often refers to drill-and-practice, tutorial, or simulation activities offered either by themselves or as supplements to traditional, teacher directed instruction. In the field of chemistry for example, there are a number of software applications (some that can be obtained for free) which can be used to create 3D molecular models or to simulate chemical reactions. ... This has shown to be true in an experiment involving first-year chemistry students on an undergraduate level (Nakhleh, & Krajcik, 1993). Other studies have shown that the most effective use of CAI involves software that promotes critical thought through the use of interactive models (Wolfskill, Hanson, 2001). ...
Numerous studies have already been done that link the use of computers to increased achievement in science courses. In one study (Yalcinalp & Geban, 1995) researchers compared the use of CAI vs. ... Since both the control and the subject group attended the same lecture classes, taught by the same professor, these gains must be related to the use of the mole concept software during the recitation session. According to the author, the success of this software on student achievement versus previous chemistry CAI is due to the fact that the software allows for greater student control. As a result, students found the technology more enjoyable to use. ...
Another study compared the academic achievement of students receiving traditional instruction to a group receiving supplemental computer assisted instruction (Christmann & Badgett, 1999). Their research showed that the groups receiving supplementary instruction via CAI scored higher than those in the control group. The study encompassed all four high school science courses (general science, biology, chemistry, and physics). ...
Not all evidence supports the notion that computer assisted instruction increases achievement. One experiment sought to determine the influence of computer assisted instruction on the posttest scores for two units in high school biology (Morrell, 1992). Through the use of statistical analysis the researcher could find no significant difference between the achievement levels of the computer assisted groups and the control groups. ...
In one very interesting study (Agapova & Ushakov, 1999), the researchers examined the impact of a new type of high tech learning environment called ChemQuest. ChemQuest is a computer based high school chemistry curriculum that was developed by researchers at the University of Northern Colorado. ... After studying the implementation of ChemQuest in the field, the researchers provided both a detailed description of how the ChemQuest classrooms are set up as well as a comparison of traditional classroom instruction to this new model.
ChemQuest is a technology based, Web formatted, and inquiry rich curriculum that provides high-level learning and teaching materials (Agapova & Ushakov, 1999). The technology provides the tools to gather, analyze, and interpret data for a number of different topics covered in any high school chemistry curriculum. ... These questions are then used to design real world chemistry problems. ... They believe that traditional instruction fails to promote a deeper understanding of the connections between science, everyday life, and universal societal needs. ...
The key to the success of ChemQuest is that it combines both a new pedagogy with use of new computer technology. This approach produces unusual opportunities for students with differing abilities, as well as the potential to select among several learning styles, through the use of context shells. ...
According to the authors, implementation of ChemQuest through field tests in sixteen classrooms has caused a dramatic change to the chemistry classroom. ... Students from the ChemQuest classrooms, as well as students from a number of traditional classrooms (control group) were given questions from two sections of the American Chemical Society High School Chemistry Examination.
Approximate Word count = 2997
Approximate Pages = 12
(250 words per page double spaced)
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