The effects of the temporal position of computer-based practice on solving quantitative problems in physical science

The goal of this study was to determine whether different timing of computer-based practice would result in differential achievement with regard to learning certain quantitative problem solving skills in physical science. The effects of three types of practice (immediate, one-day delayed, and two-day delayed) after original instruction on students' achievement were observed to determine the influence of such practice. Five additional independent variables (gender, mathematical ability, field dependence/field independence, prior computer experience, and attitude toward science) were examined to determine whether any interaction would occur when the three different treatments were administered.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Juang, Chyi-Shiun

Contributors dc:contributor

• Waugh, Michael L.

• Education, Secondary
• Education, Sciences

Statement dc:rights

• Copyright 1989 Juang, Chyi-Shiun

Language dc:language

eng

Identifier

AAI9010904
(UMI)AAI9010904

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/21927