Effects of Web-based instruction in high school chemistry.

Effects of Web-based instruction in high school chemistry.

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Date: May 2003
Creator: Stratton, Eric W.
Description: The intent of this study is to identify correlations that might exist between Web-based instruction and higher assessment scores in secondary education. The study framework was held within the confines of a public high school chemistry classroom. Within this population there were students identified as gifted and talented (GT) as well as those without this designation. These two classifications were examined for statistically higher assessment scores using a two-tailed t-test. Results indicated that females outperformed males on pre- and post- instructional unit tests. All subgroups improved their logical-thinking skills and exhibited positive attitudes towards Web-based instruction. In general, Web-based instruction proved beneficial to improving classroom performance of all GT and non-GT groups as compared to traditional classroom instruction.
Contributing Partner: UNT Libraries
A Comparative Study of the CHEM Study Method Versus the CBA Method

A Comparative Study of the CHEM Study Method Versus the CBA Method

Date: December 1971
Creator: Chimeno, Joseph S.
Description: The purpose of the study was to conduct documented research on two of the recently designed teaching methods of high school chemistry, the Chemical Education Material Study (CHEM Study) and the Chemical Bond Approach (CBA). An attempt was made to answer certain questions concerning differences in the two methods.
Contributing Partner: UNT Libraries