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

M.Handan GÜNEŞ & Dilek ÇELİKLER

doi:https://doi.org/

Original article | International Journal of Educational Researchers 2010, Vol. 1(1) 20-27

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

M.Handan GÜNEŞ & Dilek ÇELİKLER

pp. 20 - 27 | Manu. Number: ijers.2010.003

Published online: March 01, 2010 | Number of Views: 169 | Number of Download: 817

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Abstract

This study aimed to investigate the effects of modelling and computer assisted instruction (CAI) on students’ academic achievement. For this purpose, this study was conducted with 132 second grade students from 19 Mayıs University, Faculty of Education, Department of Science and Technology. Students were grouped as control, modelling and computer assisted instruction group and “cell division” was taught using three different methods. Pre-test and post-test results revealed that there were significant differences between the groups in terms of academic achievement. While control group (traditional method) was the less successful group, modelling group was the most successful group. Study results also revealed that students learned better by doing and were more successful when supplementary tools were used.

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

How to Cite this Article?

APA 6th edition
GUNES, M. & CELIKLER, D. (2010). The Investigation of Effects of Modelling and Computer Assisted Instruction on Academic Achievement. International Journal of Educational Researchers, 1(1), 20-27.

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(1), pp. 20-27.

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 (1):20-27.

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