Abstract
This study investigates the impact of web-based problem solving instruction on junior high school students’ biology learning. The design of this study is a quasi-experimental design. Two hundred thirty four 7th grade students from six classes of a middle school participated in this study. Three classes of students received web-based problem solving instruction (experimental group) and the other three classes of students received non-web-based problem solving instruction (control group). The instruments used in this study were: Ill-Structure Problem Solving Test (IPST), Biological Achievement Test, and Teacher Communication Behavior Questionnaire (TCBQ). Results show that the experimental groups’ students performed significantly better on their retention-test scores on the IPST than control group students. Moreover, the experimental web-based problem solving group students’ post-test scores on the following scales were significantly better than their pre-test scores: challenging questioning, encouragement and praise, nonverbal supportive, and understanding and friendly scales of TCBQ. The control group students’ post-test scores on the challenging scale of the TCBQ was significantly better than their pre-test scores.
| Keywords: | problem solving; web-based instruction; learning effect |
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