Computer-Assisted, Semi-Programmed, and Teaching Assistant-Led Instruction in General Chemistry

The purpose of this study was to investigate computer-assisted instruction and semi-programmed instruction as replacements for traditional recitation/discussion in general chemistry. Student performance on problem solving and student attitudes were investigated. The study also examined the effect of formal reasoning ability as a covariate. The data indicated that for simple exercises, all methods of teaching recitation/discussion sections were equally effective, but for more difficult exercises, the semi-programmed instruction was most effective. Students had more positive attitudes when using the semi-programmed instruction than when attending traditional recitation/discussion sections.