NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ883139
Record Type: Journal
Publication Date: 2010-May
Pages: 13
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-1470-3297
The Effects of Web-Based/Non-Web-Based Problem-Solving Instruction and High/Low Achievement on Students' Problem-Solving Ability and Biology Achievement
Yu, Wen-Feng; She, Hsiao-Ching; Lee, Yu-Mei
Innovations in Education and Teaching International, v47 n2 p187-199 May 2010
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' problem-solving ability and biology achievement. A quasi-experimental design was used, in which the experimental group received six weeks of Web-based problem-solving 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. (Contains 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 7; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan