| The purpose of this study was to investigate computer-assisted instruction and semi-programmed instruction as a replacement for traditional recitation/discussion in general chemistry. Both student performance on problem-solving and student attitude were investigated. The study also tested the effect of verbal comprehension, general reasoning, spatial orientation, spatial visualization, formal reasoning ability, field dependence/independence, and functional M capacity as covariates. The sample consisted of 504 students enrolled in a college general chemistry course. Three areas of chemistry content knowledge were studied: (a) conversion between kelvins and degrees Celsius, (b) conversion among atmospheres, millimeters of mercury, and torr, and (c) pressure, volume, and temperature relationships for a fixed amount of gas.;The data indicated that for simple problems, all methods of teaching recitation/discussion section were equally effective, but for more difficult problems, the semi-programmed instruction was most effective. The only cognitive characteristic with significant predictive ability on problem-solving performance was formal reasoning ability, and this characteristic was significant only on the most difficult problem. Attitude measures showed that students had more positive attitudes when using the semi-programmed instruction than when attending traditional recitation/discussion section. |
