Abstract Because the Internet reaches beyond borders and the World Wide Web (WWW) blossoms everywhere, taking such convenience, instructors and students may participate teaching and learning activities anytime in anyplace. Thus, the traditional instruction has been changed tremendously, not only in the way that knowledge is presented, but also in the way that instructions and feedbacks are exchanged, as well as in the environment that has been changed from concrete classrooms to the virtual world. Instruction via the Internet, or the Web-based Instruction, has been a trend. This new instruction has impacts the traditional instruction a lot. Therefore, we¡¦d like to discuss whether the Web-based instruction could replace the traditional instruction. This research refers the comparison method from Bereday, George Z.F. 1920-1983, also makes documents analysis to compare and evaluate the characteristics between the traditional instruction and the Web-based instruction in teaching media, class management and assessment. We expect this research and its suggestions may provide a reference for the development of the Web-based instruction and for the improvement of the traditional instruction in Taiwan. Thus, our future instruction may take advantages from both the Web-based instruction and the traditional way.

The purpose of this study was to determine if Problem-Based Learning (PBL) is as effective an instructional method at the elementary level as traditional instruction in learning content. This study also is a contribution to the literature on PBL in the elementary classroom. The research design was quasi-experimental with a non-equivalent control group. A pilot study was conducted in science classes prior to the commencement of the research project in social studies. Eighty-eight students participated in the two studies. The control groups received instruction in a traditional format, and the experimental groups received instruction through the use of PBL. The research question dealt with whether or not PBL was as effective an instruction method as traditional instruction in student achievement. T-tests were run at the conclusion of each study to compare the means of posttest scores and presentation assessment scores. Analysis of Variance (ANOVA) was used to determine if the differences in means were because of treatment effect or by chance. Analysis of Covariance (ANCOVA) was used to determine if prior knowledge had an impact on the student achievement scores. After the science data were collected and analyzed, the researcher determined that there was a statistically significant difference in the student achievement scores between those involved in the PBL class and those taught traditionally on both the posttest scores and the group presentation scores. Students enrolled in the traditional class scored significantly higher than those enrolled in the PBL class. The researcher noted, however, that both groups made gains in achievement. Assumptions for normality and homogeneity for t-test, ANOVA and ANCOVA were not met for the social studies classes. Transformation of the data took place using arcsine because of a negative skew of the data. After the social studies data were collected and analyzed, the researcher determined that there was no statistically significant difference in the posttest scores for the PBL and traditional classes. The group presentation grades produced conflicting results. Transformed data indicated a significant difference in student achievement while non-transformed data indicated that there was no statistically significant difference in the scores. The researcher noted that both groups made gains in achievement.

The purpose of this study was to determine if method of instruction, standards-based or traditional, had an impact on student mathematics achievement. More specifically, this study sought to determine if students taught using the JBHM Achievement Connections® standards-based method of instruction would show higher academic gain than students taught using a traditional method of instruction through the use of Mathematics: Applications and Connections, Course 2® in seventh-grade. The research design was a quasi-experimental design, with 65 students participating. Group A received a traditional method of instruction through the use of Mathematics: Applications and Connections, Course 2 and Group B received a standards-based method of instruction through the use of JBHM Achievement Connections. The test instrument administered for the pretest and posttest was the PLATO eduTest®. An analysis of the pretest and posttest scores was conducted. T-tests were run to examine the differences between pretest and posttest cores and gender, based on the method of instruction. Analysis of variance (ANOVA) was computed to examine differences in performance based on class period representation. A paired t-test was computed to examine differences between the pretest and posttest scores after students were exposed to a method of instruction. After the data was collected and analyzed, the findings showed that there were no statistical differences in student achievement between students taught using JBHM Achievement Connections standards-based method of instruction (Group A) and those students taught using Mathematics: Applications and Connections, Course 2 traditional method of instruction (Group B) as measured by the PLATO eduTest scores. Students taught using the JBHM Achievement Connections standards-based method of instruction and the Mathematics: Applications and Connections, Course 2 traditional method of instruction both showed increased mathematics outcomes. However, the students taught using JBHM Achievement Connections standards-based method of instruction had a higher mean score and a greater degree of gain between pretest and posttest scores than the students taught using the Mathematics: Applications and Connections, Course 2 traditional method of instruction.

The problem of this study is a comparison of lab method films with traditional instruction in the introductory, non-technical college physics laboratory.

The purpose of this study was to determine if there was a correlation between students' perception of corrective feedback and retention in online classes. A total of 134 community college students were enrolled in six online classes taught by three full-time instructors. The research questions addressed were as follows: RQ1. How are the students' perception of corrective feedback and student retention related? RQ2. Are students who attend course orientation meetings more likely to complete the course? RQ3. Are students who attend distance learning technical workshops more likely to complete the course? RQ4. Are students who have taken other online classes more likely to complete the course? RQ5. How are the students' perceived computer skills and student retention related? An exit survey was administered to gather quantitative data, which was then analyzed using Pearson's Phi Coefficient and Spearman's Rank Order Correlation. The study failed to indicate a sign significant relationship between (a) attending course orientation and retention, (b) attending technical workshops and retention, (c) prior online experience and retention, and (d) students' perception of computer experience and retention. The data indicates a significant relationship between students' perception of corrective feedback and retention. It is important to note that despite every attempt to solicit students who dropped the course, the students who dropped tended not to return the survey. Therefore, the sample did not accurately represent the population. As a result of the sampling error, there is little variability in the dependent measure; thus, the results have the potential of being biased. Based on the research finding for this study, educators would benefit from research studies that focus on the following: (a) exploring procedural changes (i.e. increasing the number of useable surveys, increasing the number of respondents, increasing the efficiency and effectiveness of the data validation process, and increasing the generalizability of the study, (b) exploring student perception of quality, timeliness and consistency of corrective feedback, and (c) conducting individual case studies with online students.

This study aimed to explore the effect of computer-assisted language learning (CALL) on the sophomore undergraduate students&rsquo / success on the TOEFL exam. The study was designed as quasi-experimental research and two variables were focused on: Computer-assisted language learning and traditional instruction. Participants were 34 sophomore students in EFL department in Middle East Technical University. The participants were randomly assigned to the experimental and control groups using a table of random numbers. Experimental (three males and fourteen females) and control groups (two males and fifteen females) consisted of 17 participants each since the language laboratory for experimental group could accommodate that number. Experimental group was taught using computer-assisted instruction in a language laboratory while the control group was taught using a traditional method of instruction in a traditional classroom setting. The sample consisted of 17 participants in each group. The training lasted for 8 weeks and the same instructor met the groups three hours each week. During the first week a pre-test was given to both groups and a post-test was given at the end of the study. The experimental group participants were also interviewed with regard to CALL. Pre and post-test gain scores were statistically analyzed and the interviews were subjected to content analysis. The results showed that there was no statistically significant difference between the control and experimental groups in overall scores and on the structure section. However, statistically significant differences were found in the scores on the reading and listening sections. The interviews showed that the participants in the experimental group valued computer-assisted language learning. However, it was suggested by the participants that computer-assisted language learning should be incorporated into the regular classes, where especially listening skill is focused on.

Homeschooling has become a viable educational choice for families; however, limited research has been conducted on the instructional strategies homeschooling parents use to instruct their children and whether these reflect a learner-centered teaching approach. The purpose of this qualitative case study was to explore the learner-centered instructional strategies homeschooling parents use to teach their children mathematics. The conceptual framework for this single-case study was based on Weimer's learner-centered teaching model. Participants included 4 parents who homeschooled students in Grades 6-12 in a Western state and who received instructional support from a private school. Data were collected from interviews with homeschooling parents, online reflective journals maintained by homeschooling parents, and documents related to the homeschooling mathematics program. Data analysis included coding and examining emerging themes and patterns and discrepant data. The results indicated that the homeschooling parents aligned only a small amount of their instructional strategies with Weimer's learner-centered teaching model by trying to make mathematics fun, interesting, and relevant to their children's lives. They also differentiated instruction and chose curriculum that included some critical-thinking problems. The homeschooling parents taught using more traditional methods in which they were the primary instructors and made most of the decisions about the instructional content. The results of this study can contribute to positive social change by aiding curriculum designers and educators in their exploration of learner-centered and other instructional strategies they can use to design curriculum and instruct their students.

The purpose of this quasi-experimental study was to compare the effects of literature instruction using traditional methods to literature instruction using Reading Apprenticeship (RA) to determine if outcomes of attitude and achievement of students enrolled in World Literature courses are changed. Participants included 104 students from 1 junior college in a southeastern state. Of these 104 students, 68 were taught using a traditional method of instruction, and 36 were taught using the RA method of instruction. Students were administered the Rhody Secondary Reading Attitude Survey to determine attitude scores at the beginning of the semester and attitude scores at the end of the semester. In addition, the Accuplacer-Reading Comprehension Test was administered to assess students‘ reading achievement at both the beginning of the semester and at the end of the semester. To analyze the data, a repeated-measures MANOVA was used to determine if statistically significant differences were present in students‘ attitudes and achievement scores based on instruction type. Also, the repeated measures MANOVA was used to determine if there was an interaction between attitude and achievement scores. After analyzing the data that was collected, the results indicated a statistically significant difference between the attitude scores of students taught literature using traditional instruction and students taught literature using RA instruction. The attitudes of students who were taught World Literature through traditional instructional methods experienced little change, and the attitudes of students who were taught World Literature using the RA method significantly increased. The results of the achievement tests and the interaction were not statistically significant.

The purpose of this descriptive, mixed-method study was to explore a possible relationship between teacher beliefs and their philosophy of teaching. A theoretical framework depicted connections among levels of science anxiety and science teaching self-efficacy, and their influences on elementary teacher instructional preferences for a traditional or inquiry-based model of instruction. A card-sorting methodology was adapted to create an interview protocol that examined teacher instructional practices within the framework of an inquiry continuum. Teacher groups were identified quantitatively with two existing instruments to examine science anxiety and science teaching self-efficacy. Subtests of both the Science State-Trait Anxiety Inventory (STAI) and the Science Teaching Efficacy Belief Instrument (STEBI) were administered through an online survey and completed by 86 elementary teachers of science in a large urban school district. From the survey data teachers were grouped by levels of anxiety and self-efficacy in order to further examine their beliefs. Results identified three groups of teachers meriting additional investigation - low anxiety and high self-efficacy, high anxiety and low self-efficacy, and high anxiety and high self-efficacy. From these groups, eight total participants were interviewed using a semi-structured protocol consisting of a science teaching scenario card sort and open-ended questions to classify groups of teachers as primarily learner- or teacher-centered, and preferring a traditional or inquiry-based method of instruction. Based on qualitative coding for levels of inquiry and responses to questions probing teacher beliefs and practices, all of the teachers were classified as preferring a primarily teacher-centered model of instruction, thus upholding the theoretical framework for the high anxiety groups. In contradiction to the expectations described in the theoretical framework, the low anxiety and high self-efficacy group stated one of the strongest preferences for traditional instruction. In conclusion the low anxiety group may have preferred a traditional approach in order to meet campus expectations of instructional strategies that promote passing scores on standardized tests. Implications suggest that explicit instruction is needed on the essential features of inquiry for teachers during the preservice and induction phase of their careers, and additional professional development support for practicing elementary teachers. / text

This study was conducted to compare the effectiveness of conceptual change text oriented instruction accompanied with analogies over traditional instruction on tenth grade students&rsquo / understanding of the acid and base concepts and attitude toward science as a school subject. In addition, effect of the gender difference and science process skills on students&rsquo / understanding of acid and base concepts and effect of gender difference on students&rsquo / attitudes toward chemistry as a school subject were also investigated. Subjects of the study were fifty tenth grade students from the two chemistry classes of the same teacher from a public school at the center of Ankara. There were one experimental group and one control group. Two teaching methods used were randomly assigned to the already formed groups of the teacher. Experimental group received conceptual change oriented instruction by using conceptual change text accompanied with analogies and control group received traditional instruction over a period of four weeks. Acid and Base Conception Test and Attitude Scale Toward Chemistry were given to all groups as a pre-test and post-test. Science Process Skill Test was given to all groups at the beginning of the study to determine students&#039 / level of science process skills. At the end of the study, interviews were hold with randomly selected experimental and control group students from the medium achievement level to get an in-dept idea about the nature of the misconceptions related with the topic. ANOVA and ANCOVA were used to test the hypotheses of the study. The results showed that establishing an analogical thinking during the course of instruction together with a conceptual change text caused a better acquisition of scientific conceptions and elimination of misconceptions related with acid and base concepts as compared to the traditional instruction. Because, the students in the experimental group taking conceptual change oriented instruction performed much better in the post-test than the students in the control group taking the traditional instruction. However, the two modes of the instruction and gender difference did not indicate a significant contribution to students&rsquo / attitude toward chemistry as a school subject. Besides, results showed that science process skills of the students&#039 / could be a strong predictor for their achievement in acid and base concepts whereas there was no significant effect of gender difference on students&rsquo / understanding of acid and base concepts.