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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.
| 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 |
| Source Type: | DISSERTATION |
| Subjects: | Instructional Design, Secondary education, Science education |
| Keywords: | |
| Publication Number: | 1522246 |
| ISBN: | 978-1-267-97741-0 |
