Computerized adaptive retention training with grade nine science students

Abstract

The purpose of the thesis is to evaluate the effectiveness of a computerized adaptive practice system-Profound Learning System (PLS) for knowledge retention in science education and its impact on students' learning and computer attitudes. The study used a crossover pre/ posttests experimental method. 49 grade nine middle school students participated in this study. The study has been administered over two science units: Unit Two-Fluids and Unit Three-Heat energy. Participants were randomly assigned into two groups: computer-study group and self-study group. At the beginning of the study, participants completed a pretest of the content they were going to learn and filled out a pre-questionnaire about their attitudes. Then, students began reviewing daily for five minutes at the beginning of each class using the Profound Learning System in the computer-study group or reviewing by themselves in self-study group. At the end of this unit, participants took posttests and answered post-questionnaires. After finishing Unit Two, the two groups switched over and started almost the same research schedule as they had in unit two except no pre-questionnaires in unit three. Results showed that the computer-mediated review group showed a consistent, although not significant, improvement over the self-study group in both units. Students' attitude towards PL system was significantly changed after using the system. However, their general attitude towards computers was not impacted. The computer group liked the five minutes review and tended to spend more time on computer instead of studying on their own. Both groups' confidence level was significantly improved after instruction.