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The Effects of a Chemistry Course with Integrated Information Communication Technologies on University Students’ Learning and Attitudes

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Abstract

The purpose of this study was to evaluate the instructional effects of using animations, static figures, PowerPoint bulletins, and e-plus software as chemistry texts with the aid of computer-based technology. This study analyzed the characteristics of students involved in three multimedia courses and their achievement and attitude toward chemistry and learning chemistry. The three samples included in this study involved 257 undergraduate engineering students enrolled in the courses during the academic year in which the study occurred. The results indicate that: (a) students acquired a better understanding of targeted chemistry concepts during the multimedia courses, (b) some categories of students, based on their major area of study, computer use, and attendance status at orientation achieved significantly (p < 0.05) higher post-test scores when adjusted for pre-test performance, and (c) significant differences and Cohen’s effect sizes in attitudes toward chemistry and learning chemistry were detected for students’ level of computer use, disposition toward computer multimedia, gender, and attendance at the multimedia orientation session. It appears to be helpful to incorporate computer-based multimedia (animations, images, sounds) teaching while utilizing constructivist design principles to facilitate students’ chemistry understanding and attitude toward chemistry and learning chemistry.

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  1. De Lin Institute of Technology, General Education, NO.1, Lane 380, Ching-Yun Road, Tu-Cheng City, Taipei County, 236, Taiwan, Republic of China

    King-Dow Su

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Su, KD. The Effects of a Chemistry Course with Integrated Information Communication Technologies on University Students’ Learning and Attitudes. Int J of Sci and Math Educ 6, 225–249 (2008). https://doi.org/10.1007/s10763-006-9062-7

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  • DOI: https://doi.org/10.1007/s10763-006-9062-7

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