The effect of trial repetition and explanatory feedback in computer-assisted instruction on the science and computer attitudes and performance of less successful students in secondary science.

摘要

This study examined the effect of trial repetition and explanatory feedback in computer-assisted instruction (CAI) on the achievement, retention, and science and computer attitudes of less successful students in secondary science. The CAI programs were tutorial in nature and the curriculum content was taken from the life science area. Programs were designed based on the ID model proposed by Gagne, Wager, and Rojas using the Apple SuperPILOT authoring system.;All students involved in the study were pretested using a 30-item researcher-designed science content test and computer and science attitude scales. After three CAI instruction sessions, students were given an achievement posttest that was similar to the pretest. Nine days later they were given a second posttest to measure retention.;Three MANOVAs were performed for achievement, retention, computer attitude, and science attitude by treatment group, sex, and ability level. Data was examined for significance of main effects and interactions. No significant difference was found between the achievement, science and computer attitudes, or retention of students in the four treatment groups. Significant interactions were found between group, sex, and ability level for both computer attitude (p =.016) and science attitude (p =.028).;In summary, trial repetition and explanatory feedback were not found to be significant in facilitating achievement and retention or in promoting positive science or computer attitudes of less successful students in secondary science.;The 184 subjects in the study were enrolled in non-regents level science classes in a small rural high school. Subjects were randomly assigned to one of four treatment groups for CAI intervention. All groups received regular feedback in the form of positive reinforcement and knowledge of correct results. These were the feedback conditions for the control group (Group 1). Students in Group 2 also received trial repetition, which allowed students to "try again" if the original answer was incorrect. Students in Group 3 received explanatory feedback, which explained why the student's answers were correct or incorrect. Subjects in Group 4 received both trial repetition and explanatory feedback.