The effects of computer applications on line-graphing skills of tenth grade students having different cognitive developmental levels

This study was undertaken to explore two ways of teaching and learning line graphs and compare line-graphing skills for tenth grade students having different cognitive developmental levels. Two advance chemistry classes participated in the study which lasted approximately three weeks near the beginning of fall semester of 2000. Two intact classes were randomly assigned into one of the two treatment groups; one group completed a line-graphing unit with computer supported activities called Treatment 1 (n1 = 22), while the other group completed a line graphing unit with non computer supported activities called Treatment 2 (n2 = 23). The same teacher taught both treatments to the groups.; It was determined that there were no statistically significant differences on line-graphing adjusted mean scores, as measured by both Individualized Test of Graphing in Science (I-TOGS) and an Performance Assessment Test (PAT), between the groups. The results of analysis of covariance indicate that there were statistically significant differences among adjusted mean scores of the students having different reasoning levels. Analysis of pairwise comparisons among reasoning levels data indicates that formal reasoners significantly outperformed concrete and transitional reasoners in line-graphing posttest scores, while there was no significant difference in the line graphing adjusted mean scores between concrete and transitional reasoners. Data collected indicate that there were no statistically significant interaction effects among treatments and scientific reasoning levels. Students in the computer supported group responded favorably to the effectiveness of the treatment and found involvement in the treatment to be a positive experience.