| This study investigated whether computer-aided instruction written by the researcher successfully instructed students in the identification of the elements of the solar system and related planetary facts. Thirty-eight students in grades nine through twelve at a public school in Garden Grove, California, participated in the study. The project employed a pretest–posttest design. The difference in the mean scores was analyzed using a paired t-test. Posttest scores showed improvement by the students in their knowledge of the solar system and related planetary facts. The students were given an affective evaluation form after they completed the program. The results from the affective evaluation form and the posttest supported the hypothesis that computer-aided instruction successfully transferred knowledge to the students. |
