The Relationship Between Computerized Problem-Based Instruction And Students' Cognitive Level of Learning in Secondary Science

Studies have identified instructional strategies for increasing student achievement but fail to assess the efficacy of these interventions across varying levels of cognitively complex instructional content. Thus, instructional strategies that promote learning for intermediate and higher order cognitive content must be identified. Guided by a conceptual framework proposed by Katzlberger, the purpose of this mixed method quasi-experimental study was to determine the efficacy of computerized problem-based instruction (CPBI) across increasingly complex instructional content. The research questions examined the impact on students' learning resulting from CPBI across low, intermediate and high levels of learning complexity among 308 purposively sampled secondary science students. Paired sample t tests were used to confirm significant pre/post learning gains across experimental conditions and levels of content complexity. The results of independent sample t-tests documented significantly greater gains for the CPBI intervention within the intermediate level of cognitive complexity; however, no statistically significant differences were observed for the student scores within the lower and higher levels of complexity. Qualitative data from a survey administered pre/post intervention were coded to assess differences in preference for, and the perceived value of CPBI. Chi square analyses of the recoded data documented significantly higher perceived preference and value for CBPI within the intervention group. This research study can positively impact social change by informing decision making related to selecting instructional strategies that promote learning at different levels of cognitive complexity within science curriculum.