The Use of Online Modules and the Effect on Student Outcomes in a High School Chemistry Class

Autor/inn/en	Lamb, Richard L.; Annetta, Len
Titel	The Use of Online Modules and the Effect on Student Outcomes in a High School Chemistry Class
Quelle	In: Journal of Science Education and Technology, 22 (2013) 5, S.603-613 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-012-9417-5
Schlagwörter	Instructional Effectiveness; Chemistry; Science Instruction; Learning Modules; Online Courses; Secondary School Science; High School Students; Computer Simulation; Pretests Posttests; Knowledge Level; Science Laboratories; Student Journals; Content Analysis; Student Attitudes; Statistical Analysis; Experimental Groups; Control Groups; Comparative Analysis + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning module; Lernmodul; Online course; Online-Kurs; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Computergrafik; Computersimulation; Wissensbasis; Studentenzeitung; Inhaltsanalyse; Schülerverhalten; Statistische Analyse
Abstract	The purpose of the study was to review the efficacy of online chemistry simulations in a high school chemistry class and provide discussion of the factors that may affect student learning. The sample consisted of 351 high school students exposed to online simulations. Researchers administered a pretest, intermediate test and posttest to measure chemistry content knowledge acquired during the use of online chemistry laboratory simulations. The authors also analyzed student journal entries as an attitudinal measure of chemistry during the simulation experience. The four analyses conducted were Repeated Time Measures Analysis of Variance, a three-way Analysis of Variance, Logistic Regression and Multiple Analysis of Variance. Each of these analyses provides for a slightly different aspect of factors regarding student attitudes and outcomes. Results indicate that there is a statistically significant main effect across grouping type (experimental versus control, p = 0.042, a = 0.05). Analysis of student journal entries suggests that attitudinal factors may affect student outcomes concerning the use of online supplemental instruction. Implications for this study show that the use of online simulations promotes increased understanding of chemistry content through open-ended and interactive questioning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10