Abstract
The purpose of this study is to clarify how preconceptions toward the instructional media effect pupils' motivation and achievement, and then to point out how the effects work according to pupils' characteristics (sex, congnitive style, ability). The subjects were 182 eighth-graders who received small group computer-assisted instruction, and were encouraged to cooperate with a partner. The results are as follows: (1) The preconceptions of high level groups make for higher motivation and achievement than of their counterparts. Thus, preconceptions can be considered to be an important factor in enhancing pupils' motivation and achievement. (2) The effects of preconceptions on their motivation and achievement varied according to sex, cognitive style, and ability. These facts will provide teachers with a method for promoting the effects of preconceptions on the motivation and achievement in an actual situation, namely a science class using computers.
