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Journal of Science Education and Technology

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01-10-2013

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

Authors: Richard L. Lamb, Len Annetta

Published in: Journal of Science Education and Technology | Issue 5/2013

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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, α = 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.

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Title: The Use of Online Modules and the Effect on Student Outcomes in a High School Chemistry Class
Authors: Richard L. Lamb
Len Annetta
Publication date: 01-10-2013
Publisher: Springer Netherlands
Published in: Journal of Science Education and Technology / Issue 5/2013
Print ISSN: 1059-0145
Electronic ISSN: 1573-1839
DOI: https://doi.org/10.1007/s10956-012-9417-5

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