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Asia-Pacific Forum on Science Learning and Teaching, Volume 8, Issue 2, Article 1 (Dec., 2007) Assessing the effects of tutorial and edutainment software programs on students’ achievements, misconceptions and attitudes towards biology |
One-way ANOVA was used to compare the GAT mean scores for the responses. As seen in Table I, at the beginning the pre-test means of EG1, EG2, and CG were 6.416, 6.541 and 6.250, respectively (see Table I). These results showed that the sample’s pre-treatment knowledge levels were very close to each other and there was not a statistical difference between the groups (F (2, 69) = 0.088, p > 0.05). But, at the end of the treatment, the post-test scores of EG1, EG2, and CG were 15.375, 12.375 and 8.166, respectively. A statistical significant difference was found between the groups (F (2, 69) =47.764, p < 0.001). Post-hoc analyses, using L.S.D., show that the EG1 differed significantly from EG2 and CG. Furthermore, EG2 had significantly the second higher mean scores. The mean scores from the experimental groups were all significantly higher than the mean score for CG. This means that all instructional software programs had significantly higher effect than CG.
Table I. One-way ANOVAs with post hoc comparisons for the four groups’ CAT scores
N
M
S.D.
df
Mean Square
F
Sig.
Post hoc
Pre-test
EG1
24
6.416
2.780
EG2
24
6.541
2.146
2
0.514
CG
24
6.250
2.269
69
5.830
Total
72
6.402
2.383
71
0.088
0.916
Post-test
EG1
24
15.375
2.081
EG2
24
12.375
2.825
2
314.681
CG
24
8.166
2.729
69
6.588
Total
72
11.972
3.907
71
47.764
0.000*
EG1>EG2>CG
Table II presents the results of a one-way ANOVA analysis for the BAS. The means related to biology attitude of the EG1, EG2, and CG before the treatment were 52.791, 53.416, and 52.375, respectively and there was not a statistical significant difference from one another (F (2, 69)=0.095, p > 0.05). After the treatment, post-test scores of the EG1, EG2, and CG were 59.250, 63.875, and 58.625, respectively. There were significant differences in mean scores for biology attitudes, as measured on the BAS, for students from the three groups (F (2, 69) = 3,488, p < 0.05). The Post-hoc L.S.D. revealed that the students from the EG2 reported higher mean score for BAS differing significantly than CG. However, the expected attitude change did not occurred in the EG1. These results illustrate that the only edutainment software program influenced students’ attitudes towards biology lessons in a positive way.
Table II. One-way ANOVAs with post hoc comparisons for the four groups’ BAS scores
N
M
S.D.
df
Mean Square
F
Sig.
Post hoc
Pre-test
EG1
24
52.791
8.235
EG2
24
53.416
9.287
2
6.597
CG
24
52.375
7.347
69
69.354
Total
72
52.861
8.221
71
0.095
0.909
Post-test
EG1
24
59.250
8.659
EG2
24
63.875
6.848
2
197.375
CG
24
58.625
6.920
69
56.591
Total
72
60.583
7.781
71
3.488
0.036**
EG2>EG1,CG
Before the implementation, we looked at percentages for each question in the pre-test. There was not much difference between the groups in terms of their prior knowledge level about the terms gene, DNA, nucleus, chromosome, allele gene, genetic information, and genetic code. For example, the misconception “Only, genes are determines our characteristics” determined as percent in experimental groups and control group are 25%, 20.8%, and 20.8%, respectively. After the implementation, some of the related concepts are examined in detail.
Misconceptions about genes
Students were asked to give their responses to the questions “Where, in your body, are genes found?”. The misconceptions were intensified into two categories as “Genes are founds vague, everywhere.” and “Genes are only found in specific organs or tissues (e.g. reproductive system)”. Before the treatment the rate of misconceptions was 8.3% and 25% in EG1, 16.6 and 20.8% EG2, 12.5% and 29.1% in CG, respectively. After the treatment, the students’ responses indicated that the misconceptions, decreased to 8.3% and 12.5% in the EG1, absolutely eliminated in both experimental groups and control group.Students were asked to give their responses to the question “Why are genes important?”. Before the treatment the rate of the most common misconception (genes are determines our characteristics) was 16.6% in the EG1, 20.8% in the EG2 and in the CG. After the treatment, misconception was 8.3% in EG1 and EG2, 8.3% in the CG. Students were asked to give their responses to the question “What are genes made up of?” and they also had a misconception that “genes are made up of other biological material proteins/amino acids”. Before the treatment the rate of misconceptions was about 29.1% in the EG1, 41.6% in the EG2 and 33.3% in the CG. After treatment, the rate of misconceptions decreased to 25% in the EG1, 20.8%in the EG2, and 20.8% in the CG.
Misconceptions related to DNA
Students’ understanding about DNA was probed using the questions “Where, in your body, is DNA found? and “Why is DNA important?”. The most recognized misconceptions were grouped into two categories as “Chromosomes are made up of DNA” and “DNA is only found in specific parts of the body, most commonly the blood” in Table 3. The pre-test results showed that students had misconception at the rate of 79.1% and 41.6% in the EG1, 87.5% and 33.3% in the EG2, 66.6% and 37.5% in the CG. After treatment, the rate of misconceptions decreased to 37.5% and 4.1% in the EG1, 12.5% and 12.5% in the EG2, 16.6% and 0% in the CG.Misconceptions about chromosomes
Students were asked to give their responses to the questions “Where are chromosomes found?”, What are chromosomes made up of?” and “Why are chromosomes important?”. The results in Table 3 showed that students had some misconceptions that “chromosomes are made up of other chromosomes (e.g. X and Y chromosomes)”, “same species have the same chromosome number” and “chromosomes are located in the nucleus”. Before the treatment the rate of “chromosomes are made up of other chromosomes” misconception was 4.1% in the EG1, 4.1% in the EG2, and 16.6% CG. After the treatment, this misconception in all groups was absolutely eliminated. The rate of “same species have the same chromosome number” and “chromosomes are located in the nucleus” misconceptions decreased with respect to the before the treatment.Misconceptions about nucleus
Students were asked to give their responses to the questions “Where is the nucleus found?”, “What does the nucleus contain?” and “What is the function of the nucleus?”. The misconceptions were grouped into three categories as “genetic materials are not found in nucleus” and “nucleus does not take a role at the control of cell function” and “nucleus is found in all cells”. Before the treatment the rate of “nucleus is found in all cells” misconception was 79.1% in the EG1, 58.31% in the EG2, and 95.8% in the CG. After the treatment this misconception decreased to20.8% in EG1, 12.5% in EG2, and 8.3% in the CG.Misconceptions related to allele gene
Students were asked to give their responses to the questions “How would you describe an allele?”. Before the treatment the rate of “allele gene is a concept which can be used as an alternative of gene and chromosome” misconceptions was 29.1% in EG1, 25% EG2, and 37.5% in CG, respectively. After treatment, the rate of misconceptions decreased to 8.3% in the EG1, 4.1% in the EG2, and 12.5% in the CG.Misconceptions concerning genetic information
Students’ awareness about the genetic information was probed using the question “What do you think is meant by genetic information?”. The misconceptions about the genetic information were grouped into two major categories as “Genetic information is the same in all livings” and “all cells from one individual do not contain the same genetic information.”. The pre-test results showed that students had misconception at the rate of 20.8% and 29.1% in the EG1, 29.1% and 37.5% in the EG2, 8.3% and 16.6% in the CG. After treatment, the rate of misconception, “genetic information is the same in all livings”, decreased to 16.6% in the EG1, 12.5% in the EG2, and 0% in the CG. After the treatment, the students’ responses indicated that the misconception, “all cells from one individual do not contain the same genetic information”, absolutely eliminated in all three groups.Misconceptions concerning genetic code
Students’ awareness about the genetic information was probed using the question “what you think the genetic code means?”. The misconceptions were grouped into two categories as “genetic code is a genetic structure which differentiates the individuals from each other” and “genetic code is a code which makes the human”. The pre-test results showed that students had misconception at the rate of 25% and 12.5% in the EG1, 20.8% and 20.8% in the EG2, 20.8% and 29.1% in the CG. After the treatment, the students’ responses indicated that the misconception, “genetic code is a genetic structure which differentiates the individuals from each other”, absolutely eliminated in all groups. The rate of misconception, “genetic code is a code which makes the human”, also eliminated in the EG1, 8.3% in the EG2, and 12.5% in the CG.Table III: Results of pre and post-test concerning misconceptions
Categories and misconceptions
Pre-test %
Post-test %
EG1
EG2
CG
EG1
EG2
CG
1. Gene
Genes are determines our characteristics.
16.6
20.8
20.8
8.3
4.16
8.3
Genes are founds vague, everywhere.
8.3
16.6
12.5
8.3
0
0
Genes are only found in specific organs or tissues (e.g. reproductive system).
25
20.8
29.1
12.5
0
0
Genes are made up of other biological material proteins/amino acids.
29.1
41.6
33.3
25
20.8
20.8
2. DNA
Chromosomes are made up of DNA.
79.1
87.5
66.6
37.5
12.5
16.6
DNA is only found in specific parts of the body, most commonly the blood.
41.6
33.3
37.5
4.16
12.5
0
3. Chromosomes
Chromosomes are made up of other chromosomes (e.g. X and Y chromosomes).
4.1
4.1
16.6
0
0
0
Same species have the same chromosome number
41.6
37.5
54.16
12.5
25
8.3
Chromosomes are located in the nucleus.
83.3
45.8
45.8
58.3
37.5
37.5
4. Nucleus
Genetic materials are not found in nucleus.
16.6
4.1
4.1
8.3
0
0
Nucleus does not take a role at the control of cell function.
4.16
16.6
8.3
0
0
0
Nucleus is found in all cells.
79.1
58.3
95.8
20.8
12.5
8.3
5. Allele gene
Allele gene is a concept which can be used as an alternative of gene and chromosome.
29.1
25
37.5
8.3
4.1
12.5
6. Genetic information
Genetic information is the same in all livings.
20.8
29.1
8.3
16.6
12.5
0
All cells from one individual do not contain the same genetic information.
29.1
37.5
16.6
0
0
0
7. Genetic code
Genetic code is a genetic structure which differentiates the individuals from each other.
25
20.8
20.8
0
0
0
Genetic code is a code which makes the human.
12.5
20.8
29.1
0
8.3
12.5
Analyses of misconceptions
In table 4, analyses of students mean scores for the responses on the GCT are given. At the beginning the pre-test means of EG1, EG2, and CG was 2.208, 2.041, and 2.500, respectively. Before the treatment, results indicated that misconceptions on understanding of the genetic concepts (gene, DNA, nucleus, chromosome, allele gene, genetic information, and genetic code) did not differ significantly across the groups (F (2, 69) =0.254, p>0.05). After the treatment, post-test mean scores for the responses on the GCT of the EG1, EG2, and CG were 7.125, 4.500, and 4.208, respectively (see Table 4). There were significant differences in mean scores, as measured on the GCT, for students from the three groups (F (2, 69) =3.688, p<0.05). The Post-hoc L.S.D. revealed that the students from the EG1 reported higher mean score for GCT differing significantly than other groups. EG2 and CG did not differ significantly from one another. In other words, the expected conceptual change did not occurred in the EG2. Eventually, these results illustrate that the only tutorial software program influenced students’ misconceptions in a positive way.
Table IV: One-way ANOVAs with post hoc comparisons for the four groups’ GCT scores
N
M
S.D.
df
Mean Square
F
Sig.
Post hoc
Pre-test
EG1
24
2.208
1.693
EG2
24
2.041
2.349
2
1.292
0.254
0.776
CG
24
2.500
2.620
69
5.086
Total
72
2.305
2.521
71
Post-test
EG1
24
7.125
2.559
EG2
24
4.500
4.890
2
61.931
3.688
CG
24
4.208
4.462
69
16.791
Total
72
5.430
4.271
71
0.030**
EG1>EG2,CG
** p<0.05
