Computer‐Assisted, Semi‐Programmed, and Teaching Assistant‐Led Instruction in General Chemistry

Abstract

The purpose of this study was to investigate computer-assisted instruction and semi-programmed instruction as replacements for traditional recitation/discussion in general chemistry. Student performance on problem solving and student attitudes were investigated. The study also examined the effect offormal reasoning ability as a covariate. The data indicated that for simple exercises, all methods of teaching recitation/discussion sections were equally effective, but for more difficult exercises, the semiprogrammed instruction was most effective. Students had more positive attitudes when using the semiprogrammed instruction than when attending traditional recitation/discussion sections.

Web-based Tutorials and Traditional Face-to-Face Lectures: A Comparative Analysis of Student Performance

“…While there have been substantial amounts of research comparing Web-based tutorials to traditional face-to-face lectures, few have found not so promising results in student performance for Web-based tutorials beginning with Cracolice and Abraham (1996) and Sweeney and Ingram (2001) who agreed that while Web-based tutorials are more innovative and enjoyable, students assigned to traditional lecture environments, in most instances, outperformed their counterparts assigned to the Web-based environment. Likewise, Debord and colleagues (2004) found similar results as student performance in introductory psychology classes was not improved by making Web-based tutorials available versus face-to-face lectures.…”

Assessing the Effectiveness of Web-Based Tutorials Using Pre- and Post-Test Measurements

“…The inability to deal with expected results and the under-use of features by students who did not successfully use the tutorials were cited as some of the factors that hindered student use of Web-based tutorials. Similarly, Cracolice and Abraham (1996) concluded that, as the difficulty of the problems in a chemistry class increased, students assigned to the printed workbook condition outperformed students assigned to the Web-based tutorial condition. An inference from the research conducted by Elicker, O'Malle, and Williams (2008) showed that the Web-based instructional tools made available to students were ineffective in increasing their performance compared to the easier communication with the instructor.…”