The effects of web-based/non-web-based problem-solving instruction and high/low achievement on students' problem-solving ability and biology achievement

Wen Feng Yu, Hsiao-Ching She, Yu Mei Lee

Research output: Contribution to journalArticlepeer-review

27 Scopus citations

Abstract

This study investigates the effects of two factors: the mode of problem-solving instruction (i.e. Web-based versus non-Web-based) and the level of academic achievement (i.e. high achievers versus low achievers) on students' problemsolving ability and biology achievement. A quasi-experimental design was used, in which the experimental group received six weeks of Web-based problemsolving instruction in biology and the control group received non-Web-based problem-solving instruction for the same content and for the same period of time. Pre-, post- and retention tests of problem-solving and biology achievement were administered before and at two different time intervals after the instruction. With the pretest scores as a covariate, the results of MANCOVA followed by protected univariate F tests suggest that Web-based problem-solving instruction has the potential to enhance and sustain the learner's problem-solving skills over an extended period of time.

Original languageEnglish
Pages (from-to)187-199
Number of pages13
JournalInnovations in Education and Teaching International
Volume47
Issue number2
DOIs
StatePublished - 1 May 2010

Keywords

  • Middle school biology
  • Problem solving
  • Web-based learning

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