Classroom Environment in Computer‐integrated Science Classes: effects of gender and computer ownership

Abstract

Classroom environment in science classes was explored in two groups employing different instructional strategies. The experimental group implemented an instructional strategy which incorporated multimodal computerbased activities with traditional instructional materials in a multitask environment. The control group used a traditional science instruction strategy. A total of 1009 seventh grade students was sampled. Six dimensions of class climate were examined: cognitive involvement, scope and novelty of science tasks, peer relations, computer contribution to learning, student responsibility, and student-teacher relations. The results showed that for all climate dimensions, with the exception of student-teacher relations, students in the experimental group perceived their classroom in a more positive light than did students in the control group. The most meaningful differences between the two groups were observed in the climate dimensions relating to the degree of student involvement in the learning process and the perception of their own responsibility for learning. Interaction effects of gender, computer ownership and instruction were found, suggesting that the computer-integrated classroom has the potential to reduce differences in student perception regarding the positive roles computers can play in science learning.

Traditional and computer-assisted learning in teaching acids and bases

“…The statistical evaluations displayed a higher achievement rate for the experimental group that received a computer-assisted test. Levine and Donitsa-Schmidt (1996) compared the traditional learning strategies with computer-based activities. Applications and the assessment were administered after the students were distributed into control and experimental groups.…”

Multisolving innovations: How digital equity, e‐waste, and right‐to‐repair policies can increase the supply of affordable computers

“…Even in a wealthy country, such as the United States, although 93% of the population is online, 23% still do not own a large‐screen (i.e., desktop or laptop) computer (Pew Research Center, 2021a, 2021b). Vulnerable populations in particular (e.g., low‐income groups, the unstably housed, the chronically ill) have much to gain from having reliable, individual access to a large‐screen computing device, such as a laptop or desktop computer (Araque et al, 2013; Federal Communications Commission National Broadband Plan, 2021; Gonzales, 2016; Levine & Donitsa‐Schmidt, 1996). In short, although policies to improve broadband access are important, policies that help ensure the availability of low‐cost devices are also essential.…”