The effects of Web‐based/non‐Web‐based problem‐solving instruction and high/low achievement on students’ problem‐solving ability and biology achievement

Abstract

This study investigates the effects of two factors: the mode of problem‐solving instruction (i.e. Web‐based versus non‐Web‐based) and the level of academic achievement (i.e. high achievers versus low achievers) on students’ problem‐solving ability and biology achievement. A quasi‐experimental design was used, in which the experimental group received six weeks of Web‐based problem‐solving instruction in biology and the control group received non‐Web‐based problem‐solving instruction for the same content and for the same period of time. Pre‐, post‐ and retention tests of problem‐solving and biology achievement were administered before and at two different time intervals after the instruction. With the pretest scores as a covariate, the results of MANCOVA followed by protected univariate F tests suggest that Web‐based problem‐solving instruction has the potential to enhance and sustain the learner’s problem‐solving skills over an extended period of time.

Keywords:

• Web‐based learning
• problem solving
• middle school biology