Comparing the Impacts of Tutorial and Edutainment Software Programs on Students’ Achievements, Misconceptions, and Attitudes towards Biology

Kara, Yılmaz; Yeşilyurt, Selâmi

doi:10.1007/s10956-007-9077-z

Cited by 46 publications

(31 citation statements)

References 25 publications

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“…This result also agrees with the findings of Badmus (2007), Egunjobi (2004), Kara and Yesilyurt (2007), Yaakub and Finch (2001) which revealed the effectiveness of computer tutorial mode over the traditional method in classroom setting across different disciplines at secondary schools level both in Nigeria and outside Nigeria. However, it disagrees with the finding of Ramanchandram and Scottler (2003) which found no significant difference between the traditional method and tutorial mode on achievement.…”

Section: Discussionsupporting

confidence: 91%

“…Computer enables repeated trials of an experiment with considerable ease in limited time. It also provides immediate/constant feedback, allows simultaneous observation of graphical representations, and offers a flexible environment that enables students to proceed on their own pace (Gambari, 2004;Kara & Yesilyurt, 2007). Major classifications of CAI lessons include tutorials, drill and practice, simulations, and instructional games (Badmus, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…Students are typically questioned during the tutorial to verify comprehension. Tutorials should teach well-defined objectives thoroughly enough to eliminate the need for repetition through another teaching system (Kara & Yesilyurt, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…For instance, Kara and Yesilyurt (2007) assessed the effects of tutorial and edutainment software programs on students' achievements, misconceptions and attitude towards biology. After the treatment, tutorial and edutainment improved students' performance and changed students' attitudes towards biology.…”

Section: Introductionmentioning

confidence: 99%

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Promoting Intrinsic and Extrinsic Motivation among Chemistry Students Using Computer-assisted Instruction

Olakanmi

Gambari

Gbodi

et al. 2016

International Journal of Educational Sciences

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The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and female) using pretest-posttest experimental group design. Ninety (45 males and 45 females) senior secondary one (SS1) students from three secondary schools in Minna, Nigeria, made up the sample. The schools were purposively sampled and randomly assigned to experimental and control groups. The Experimental Group I was taught two selected concepts of chemistry using computer simulation instructional package (CSIP), Experimental Group II was exposed to computer tutorial Instructional package (CTIP) while conventional teaching method (CTM) was used for the Control Group. Validated Chemistry Achievement Test (CAT) and Chemistry Motivation Questionnaire (CMQ) with reliability coefficient of 0.89 and 0.94 respectively were used for data collection. Classroom observations as well as interview schedules were also conducted. Data from CAT and CTM were analyzed using One-way ANOVA and Scheffe's posthoc test, while the data from the classroom observations and interview schedules were thematically analyzed. The outcome of this study revealed that students taught with CSIP performed better than those in CTIP and CTM groups. The CSIP and CTIP were found also to be gender friendly. Moreover, students taught with CSIP had higher intrinsic and extrinsic motivation than their counterparts in CTIP and CTM respectively. Based on the findings, it was recommended that chemistry teachers should employ computer simulation for improving their students' performance and motivation in the subject.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Promoting Intrinsic and Extrinsic Motivation among Chemistry Students Using Computer-assisted Instruction

Olakanmi

Gambari

Gbodi

et al. 2016

International Journal of Educational Sciences

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“…Robbins and Roy (2007) developed an inquiry-based teaching unit that yielded drastic improvements in college student explanations and overall acceptance of modern evolutionary theory. Recently, interactive computer-based simulations designed to support student and teacher training in biology have also successfully improved learner understanding of biological concepts and dispelled common learner misconceptions (Crawford et al 2005;Meir et al 2005a;Kara and Yesilyurt 2007;Perry et al 2008). This approach may prove to be particularly useful, as it can increase student access to expert knowledge and offer a greater flexibility in teaching situations.…”

Section: Introductionmentioning

confidence: 99%

Addressing Undergraduate Student Misconceptions about Natural Selection with an Interactive Simulated Laboratory

et al. 2009

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Although evolutionary theory is considered to be a unifying foundation for biological education, misconceptions about basic evolutionary processes such as natural selection inhibit student understanding. Even after instruction, students harbor misconceptions about natural selection, suggesting that traditional teaching methods are insufficient for correcting these confusions. This has spurred an effort to develop new teaching methods and tools that effectively confront student misconceptions. In this study, we designed an interactive computer-based simulated laboratory to teach the principles of evolution through natural selection and to correct common student misconceptions about this process. We quantified undergraduate student misconceptions and understanding of natural selection before and after instruction with multiple-choice and open-response test questions and compared student performance across gender and academic levels. While our lab appeared to be effective at dispelling some common misconceptions about natural selection, we did not find evidence that it was as successful at increasing student mastery of the major principles of natural selection. Student performance varied across student academic level and question type, but students performed equally across gender. Beginner students were more likely to use misconceptions before instruction. Advanced students showed greater improvement than beginners on multiple-choice questions, while beginner students reduced their use of misconceptions in the open-response questions to a greater extent. These results suggest that misconceptions can be effectively addressed through computer-based simulated laboratories. Given the level of misconception use by beginner and advanced undergraduates and the gains in performance recorded after instruction at both academic levels, natural selection should continue to be reviewed through upper-level biology courses.

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Public Policies and Private Efforts to Increase Women Entrepreneurship Based on STEM Background

Álvarez-Risco

Del-Aguila-Arcentales

2021

Contributions to Management Science

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Comparing the Impacts of Tutorial and Edutainment Software Programs on Students’ Achievements, Misconceptions, and Attitudes towards Biology

Cited by 46 publications

References 25 publications

Promoting Intrinsic and Extrinsic Motivation among Chemistry Students Using Computer-assisted Instruction

Promoting Intrinsic and Extrinsic Motivation among Chemistry Students Using Computer-assisted Instruction

Addressing Undergraduate Student Misconceptions about Natural Selection with an Interactive Simulated Laboratory

Public Policies and Private Efforts to Increase Women Entrepreneurship Based on STEM Background

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