Computer-aided instruction to improve pass rates of first-year chemistry students

Marais, A.F.; Gummow, R.J.

dc.contributor.author	Marais, A.F.
dc.contributor.author	Gummow, R.J.
dc.contributor.other	Central University of Technology, Free State, Bloemfontein
dc.date.accessioned	2015-09-23T14:34:14Z
dc.date.available	2015-09-23T14:34:14Z
dc.date.issued	2009
dc.date.issued	2009
dc.identifier.issn	16844998
dc.identifier.uri	http://hdl.handle.net/11462/545
dc.description	Published Article	en_US
dc.description.abstract	Past imbalances in the South African education system continue to perpetuate in poorly resourced schools and inadequately skilled teachers, resulting in under-prepared university students. At Tshwane University of Technology (TUT) a computer-based intervention was developed to address two of the conceptual difficulties identified in prospective first-year Chemistry students. After implementation of the intervention, average improvements of 13.6% and 6.4% were obtained for the concepts of conservation of matter and physical and chemical change respectively. The students' attitudes towards computer-aided study, assessed using a semi-structured questionnaire, were found to be extremely positive despite limited computer access.	en_US
dc.format.extent	333 020 bytes, 1 file
dc.format.mimetype	Application/PDF
dc.language.iso	en_US	en_US
dc.publisher	Journal for New Generation Sciences, Vol 7, Issue 3: Central University of Technology, Free State, Bloemfontein
dc.relation.ispartofseries	Journal for New Generation Sciences;Vol 7, Issue 3
dc.subject	Conceptual knowledge	en_US
dc.subject	Chemistry students	en_US
dc.subject	Computer-aided study	en_US
dc.title	Computer-aided instruction to improve pass rates of first-year chemistry students	en_US
dc.type	Article	en_US
dc.rights.holder	Central University of Technology, Free State, Bloemfontein