An evaluation of computer assisted learning in geography in Singapore

Abstract

Six computer assisted learning (CAL) modules in geography were developed by the investigators and evaluated in the unique milieu of Singapore schools in terms of impact on achievement, attitudes and classroom psychosocial environment. A sample of 671 students from the second year of high school were assigned randomly to either a CAL or control group. In contrast to past research, effect sizes were relatively large and ranged from 1.0 to 3.5 standard deviations. Compared with control students, CAL students had higher achievement and attitude scores and perceived their classes as having greater gender equity, investigation, innovation and resource adequacy.