Abstract:
This study investigated the comparative efficiency of computer-assisted instruction (CAI) and conventional
teaching method in biology on senior high school students. A science class was selected in each of
two randomly selected schools. The pretest-posttest non equivalent quasi experimental design was used.
The students in the experimental group learned science concepts (cell cycle) through the CAI, whereas
the students in the control group were taught the same concepts by the conventional approach. The
conventional approach consisted of lecture, discussions and question and answer teaching methods.
Mann–Whitney U tests were used to analyze students’ pretest and posttests scores. The results indicated
that students that were instructed by the conventional approach performed better on the posttest than
those instructed by the CAI. However, the performance of low achievers within the experimental group
improved after they were instructed by the CAI. Even though the CAI group did not perform better than
the conventional approach group, the students in the CAI group perceived CAI to be interesting when
they were interviewed.
