Abstract
This paper describes how manipulating Interactive Multimedia Instruction (IMI) system influences junior high school students' learning about cell division that includes meiosis and mitosis, and to explore the different influences of concept mapping and academic achievement on the IMI system effectiveness. The following results were found: First, significant and positive learning effect were found among junior high school students who learned cell division through IMI system. Second, if IMI system incorporates concept mapping in the learning process, the learning effect will be reinforced. Third, students with different academic achievement levels learning through well-designed software of IMI system appear to acquire the same learning achievement. Fourth, learning through IMI system benefits learning retention. Last, most junior high school students enjoy studying with a friend.
| Keywords: | Interactive Multimedia Instruction; Cell Division; Computer Assisted Instruction |
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