Dissertation/Thesis Abstract

Instructional strategies for online high school chemistry: Impact on student learning, success on labs, and active engagement
by McInerney, Jody R., M.S., California State University, Long Beach, 2012, 200; 1522246
Abstract (Summary)

A quasi-experimental mixed methods action research study was conducted at a K-12 virtual charter school with 103 high school chemistry students to investigate the relationship between participation in online synchronous lessons, student understanding of chemistry concepts and success on laboratory assignments. The study examined the impact of different instructional strategies on student success on chemistry labs as defined by lab completion rates, lab performance and concept understanding. The data show students who participated in the synchronous lessons were more successful in labs than those who did not. Different instructional strategies yielded different levels of student engagement and information gathered about student learning during synchronous lessons.

Indexing (document details)
Advisor: Henriques, Laura
Commitee: Colburn, Alan, GomezZwiep, Susan
School: California State University, Long Beach
Department: Science Education
School Location: United States -- California
Source: MAI 51/05M(E), Masters Abstracts International
Subjects: Instructional Design, Secondary education, Science education
Publication Number: 1522246
ISBN: 978-1-267-97741-0
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