Literaturnachweis - Detailanzeige
| Autor/inn/en | Luyima, Jimmy; Sentongo, John; Walimbwa, Michael |
|---|---|
| Titel | Nurturing Students' Science Process Skills in Chemistry: A Case of Using the WhatsApp App in Resources-Constrained Secondary Schools in Uganda |
| Quelle | In: Educational Research: Theory and Practice, 34 (2023) 1, S.1-16 (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2637-8965 |
| Schlagwörter | Science Process Skills; Chemistry; Science Instruction; Secondary School Science; Social Media; Telecommunications; Handheld Devices; Secondary School Students; Educational Technology; Program Effectiveness; Foreign Countries; Science Achievement; Uganda |
| Abstract | Science process skills are the backbone of science, and innovations in this field. It is critical to inculcate such skills among learners at their early stages of learning science. This study reports on how using the mobile phone WhatsApp-supported instructional resources resulted in improvement in students' science process skills in chemistry, in the context of students in resource-constrained schools. The study adopted the quantitative research approach, taking on a quasi-experimental pretest-posttest non-equivalent group design. Particularly, Solomon's four group design was used, given its high internal and external reliability and validity. Data from a sample of 240 students selected from two experimental and two control schools were analyzed using the independent samples t-tests, to establish if there was a statistically significant difference in students' chemistry process skills test mean scores between the experimental and control schools. The study illuminated that the integration of WhatsApp-supported instructional resources outside the classroom setting and its use improved significantly the students' test scores on chemistry process skills in the experimental schools as compared to the control schools. This has implications for the use of accessible Apps to support teaching and learning in resource-constrained contexts. (As Provided). |
| Anmerkungen | Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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