ABSTRACT

This study aims to investigate the effects of the computer-based instruction on

the achievements and problem
solving skills of the science and technology students. This is a study based on
the pre-test/post-test control group
design. The participants of the study consist of 52 students; 26 in the experimental
group, 26 in the control
group. The achievements test on “the world, the sun and the moon” and the Problem
Solving Inventory for
children were used to collect data. The experimental group received the computer-
based science and technology
instruction three hours a week during three weeks. In the analyses of data, the
independent groups t-test was used
at the outset of the study to find out the whether the levels of the two groups
were equivalent in terms of their
achievements and problem solving skills and the Kolmogorov-Smirnov single sample
test to find out whether the
data follow a normal distribution and finally, the covariance analysis (ANCOVA) to
evaluate the efficacy of the
experimental process. The result of the study reveals that there is a statistically
significant increase in the
achievements and problem solving skills
ABSTRACT
The aim of the study was to investigate the effect of the use of the computer-assisted instruction (CAI)
program prepared
according to the constructivist approach in the primary school 6 th grade level on students’ attitude
toward science and the
computer. The randomized pretest-posttest control group design based on the split-pilot model was used.
The study was
conducted on 6th grade primary school children who were assigned to experimental and control groups in a
primary school in
Buca, Đzmir, Turkey. In this study the “Attitude Scale toward Science” and the “Attitude Scale toward
the Computer” were
used as a means of collecting data. T-test, paired-samples t-test, Man-Whitney U test and Wilcoxon
Signed-Rank test for
paired sample were used for analyses. It was determined that computer-assisted science instruction based
on the
constructivist method positively affected the attitude of students toward science and the computer and
that there was a
statistically significant differ

Abstract
Computer Based Learning (CBL) in teaching and learning process is becoming a phenomenon in the educational field. CBL
serves to establish more effective learning situations than traditional teaching methods. However, research studies show
that
most teachers do not make use of CBL to contribute and further improve the quality of learning environments. This paper
discusses the potential of CBL and its’ constrain regarding this issue which is focusing on the barriers of integrating the
technology in the teaching and learning process among the Malaysian teachers and also in learning Mathematics.
Abstract
The basic aimed of this study is to investigate the effects of Computer
Assisted Learning on the achievements of the educational statistic students
the measurements related to the experimental and control groups. The result
showed that, the difference is on behalf of the experiment group. This fact
shows that the Computer-assisted learning method and traditional education
methods have a clear different effect on the student’s educational statistics
achievements. This result leads that experiment group’s students with
computer-assisted learning methods increase their achievement level and
show a higher performance more than the control group students.