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ERIC Number: EJ763511
Record Type: Journal
Publication Date: 2007-Jul
Pages: 19
Abstractor: Author
Reference Count: 30
ISSN: ISSN-0263-5143
The Influence of Web-Based Chemistry Learning on Students' Perceptions, Attitudes, and Achievements
Frailich, Marcel; Kesner, Miri; Hofstein, Avi
Research in Science & Technological Education, v25 n2 p179-197 Jul 2007
The goal of this study was to investigate whether integrating a website into chemistry teaching influences 10th-grade students' perceptions of the classroom learning environment, their attitudes regarding the relevance of chemistry, and their understanding of the concept of chemical bonding. Two groups participated in this study: an experimental group and a comparison group. The main study was conducted during the academic year 2005. The teachers in the experimental group were asked to implement four relevant activities from the website that was developed, all dealing with the concept of chemical bonding. Quantitative tools of the study included: A Chemistry Classroom Web-Based Learning Environment Inventory to assess students' perceptions regarding the relevance of chemistry to their life and attitude towards chemistry studies, a feedback questionnaire that examined the students' response after performing the website activities, and an achievement test that assessed their knowledge and understanding of the concept of chemical bonding. We found that the experimental group outperformed the comparison group significantly in most of the research categories. This led us to conclude that the web-based learning environment has potential to enhance the comprehension of chemistry concepts, students' attitudes and interests and to increase students' awareness regarding the relevant aspects of chemistry to daily life. (Contains 11 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Learning Environment Inventory