Designing E-content for Teaching Basic Analytical Chemistry in Higher Education: A Baseline Study.

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Bibliographic Details
Title:	Designing E-content for Teaching Basic Analytical Chemistry in Higher Education: A Baseline Study.
Authors:	Hanson, Ruby¹ maameruby@yahoo.com
Source:	Science Education International. 2020, Vol. 31 Issue 1, p22-28. 7p.
Subject Terms:	Chemistry education, Blended learning, *Higher education, Analytical chemistry, Chemical reactions
Abstract:	This study developed an e-resource for six topics and six activities for CHE 242 that could be implemented through the hybrid learning approach. The research employed the analysis, design, development, implementation, and evaluation model but particularly focused on the analysis phase only, in this study. One hundred and two students who enrolled in semester 1 of the 2016/2017 academic year chemistry major class participated in the study. The instrument for data collection was the basic analytical chemistry concept test. The results from the test showed that the participants were weak in answering conversion factor, computational, and stoichiometric problems. They also had challenges with fundamental conceptual problems such as understanding and applying principles about limiting reactants, percentage yield, and chemical reactions. These observed weaknesses were noted to be incorporated into building an e-content that would ensure that students have adequate electronic or online practice to overcome their challenges in learning basic analytical chemical concepts. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study developed an e-resource for six topics and six activities for CHE 242 that could be implemented through the hybrid learning approach. The research employed the analysis, design, development, implementation, and evaluation model but particularly focused on the analysis phase only, in this study. One hundred and two students who enrolled in semester 1 of the 2016/2017 academic year chemistry major class participated in the study. The instrument for data collection was the basic analytical chemistry concept test. The results from the test showed that the participants were weak in answering conversion factor, computational, and stoichiometric problems. They also had challenges with fundamental conceptual problems such as understanding and applying principles about limiting reactants, percentage yield, and chemical reactions. These observed weaknesses were noted to be incorporated into building an e-content that would ensure that students have adequate electronic or online practice to overcome their challenges in learning basic analytical chemical concepts. [ABSTRACT FROM AUTHOR]
ISSN:	1450104X
DOI:	10.33828/sei.v31.i1.3