Assessing Students' Learning Outcomes, Attitudes, and Self-Efficacy toward the Integration of Virtual Laboratory in General Chemistry

Autor/in	Darby-White, Tillerie T.
Titel	Assessing Students' Learning Outcomes, Attitudes, and Self-Efficacy toward the Integration of Virtual Laboratory in General Chemistry
Quelle	(2016), (210 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Southern University and Agricultural and Mechanical College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4386-4081-8
Schlagwörter	Hochschulschrift; Dissertation; Chemistry; Online Courses; Computer Simulation; Outcomes of Education; Student Attitudes; Black Colleges; Teaching Methods; Science Laboratories; Course Descriptions; Self Efficacy; College Students; Educational Technology; Science Instruction; Disproportionate Representation; Minority Group Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Chemie; Online course; Online-Kurs; Computergrafik; Computersimulation; Lernleistung; Schulerfolg; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan; Self-efficacy; Selbstwirksamkeit; Collegestudent; Unterrichtsmedien; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	In the science, technology, engineering, and mathematics (STEM) disciplines the laboratory has been the major component for understanding theoretical knowledge. The laboratory is the workplace for scientific research where students develop scientific thinking, conduct scientific investigations, and acquire knowledge of physical principles and experimental techniques (Ghatty, 2013). With the demand for online courses, many educators have focused on development of instructional delivery for online courses. There is a need for online science courses and virtual science laboratories to meet the goal of the 21st century student. The present study evaluated the effect of virtual chemistry laboratories on students' learning outcomes, attitudes, self-efficacy, and gender differences at a Historically Black College and University (HBCU). The study included sixty undergraduate science majors enrolled in a second semester chemistry laboratory course. Three experiments were selected from the syllabus to be performed virtually as well as in the hands-on laboratory. Chemistry Assessment Test (CAT), Attitude toward Chemistry Laboratories (ATCL) survey, Self-efficacy Questionnaire (SEQ), and semi-structured interviews were utilized to assess quantitative and qualitative data. The instruments were analyzed with quantitative methods of paired samples t-tests and correlation statistics. The findings indicated a significant difference in learning outcomes after completing the virtual experiments. Students expressed positive attitudes toward the virtual environment in terms of learning with technology and performing the experiment virtually. There was no significant difference in student self-efficacy before and after the integration of the virtual laboratory. Academic success by gender was observed. The male population scored significantly higher on assessment tests. The results indicated that virtual laboratories can positively affect learning outcomes and students' attitude toward chemistry. The qualitative results from the student interviews indicated that students' attitudes toward chemistry and self-efficacy increased after the integration of the virtual laboratory. The virtual laboratory proved to enhance student conceptual understanding making it an effective pre-laboratory learning tool in chemistry education for underrepresented minorities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01