How Do General Chemistry Students' Impressions, Attitudes, Perceived Learning, and Course Performance Vary with the Arrangement of Homework Questions and E-Text?
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| Title: | How Do General Chemistry Students' Impressions, Attitudes, Perceived Learning, and Course Performance Vary with the Arrangement of Homework Questions and E-Text? |
|---|---|
| Language: | English |
| Authors: | Williamson, Vickie M., Zumalt, Caitlin J. |
| Source: | Chemistry Education Research and Practice. Oct 2017 18(4):785-797. |
| Availability: | Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Chemistry, Science Instruction, Homework, Textbooks, Educational Technology, Technology Uses in Education, Comparative Analysis, Program Effectiveness, Student Surveys, Likert Scales, College Students, Logical Thinking, Scores, College Science, Teaching Methods |
| Assessment and Survey Identifiers: | Test of Logical Thinking |
| DOI: | 10.1039/c7rp00052a |
| ISSN: | 1756-1108 |
| Abstract: | Two large sections of first-semester general chemistry were assigned to use different homework systems. One section used MindTap, a Cengage Learning product, which presents short sections of the textbook with embedded homework questions; such that students could read the textbook section then answer one or more questions in the same screen. The other section used Online Web Learning (OWL-version 2) also from Cengage Learning, which presents homework questions that contains links to open the textbook in a separate window. Findings showed no difference between the groups in any course grades, with both groups strongly indicating that they learned from their system. During a second-semester chemistry course taught by the same instructor, all students used OWLv2. At the end of the second semester, students who had used MindTap during the first semester were given a delayed survey, containing Likert-scaled and open-response questions dealing with students' perceived learning/perceived level of understanding with each system, how easy each system was to use, and the advantages/disadvantages of each system. In addition, students were asked to compare the two systems giving their homework preference. Students were heavily positive towards the MindTap system. Further data was collected to compare students who used MindTap for the first semester and OWL for the second-semester with those who used the systems in reverse order, using the same survey. Results showed that students indicated significantly higher perceived learning with MindTap and better attitudes and opinions of MindTap, with its single window arrangement, often citing that they read more with MindTap. |
| Abstractor: | As Provided |
| Number of References: | 52 |
| Entry Date: | 2017 |
| Accession Number: | EJ1156373 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1156373 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: How Do General Chemistry Students' Impressions, Attitudes, Perceived Learning, and Course Performance Vary with the Arrangement of Homework Questions and E-Text? – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Williamson%2C+Vickie+M%2E%22">Williamson, Vickie M.</searchLink><br /><searchLink fieldCode="AR" term="%22Zumalt%2C+Caitlin+J%2E%22">Zumalt, Caitlin J.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Chemistry+Education+Research+and+Practice%22"><i>Chemistry Education Research and Practice</i></searchLink>. Oct 2017 18(4):785-797. – Name: Avail Label: Availability Group: Avail Data: Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 13 – Name: DatePubCY Label: Publication Date Group: Date Data: 2017 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Homework%22">Homework</searchLink><br /><searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Likert+Scales%22">Likert Scales</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Logical+Thinking%22">Logical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22College+Science%22">College Science</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink> – Name: SubjectThesaurus Label: Assessment and Survey Identifiers Group: Su Data: <searchLink fieldCode="SU" term="%22Test+of+Logical+Thinking%22">Test of Logical Thinking</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1039/c7rp00052a – Name: ISSN Label: ISSN Group: ISSN Data: 1756-1108 – Name: Abstract Label: Abstract Group: Ab Data: Two large sections of first-semester general chemistry were assigned to use different homework systems. One section used MindTap, a Cengage Learning product, which presents short sections of the textbook with embedded homework questions; such that students could read the textbook section then answer one or more questions in the same screen. The other section used Online Web Learning (OWL-version 2) also from Cengage Learning, which presents homework questions that contains links to open the textbook in a separate window. Findings showed no difference between the groups in any course grades, with both groups strongly indicating that they learned from their system. During a second-semester chemistry course taught by the same instructor, all students used OWLv2. At the end of the second semester, students who had used MindTap during the first semester were given a delayed survey, containing Likert-scaled and open-response questions dealing with students' perceived learning/perceived level of understanding with each system, how easy each system was to use, and the advantages/disadvantages of each system. In addition, students were asked to compare the two systems giving their homework preference. Students were heavily positive towards the MindTap system. Further data was collected to compare students who used MindTap for the first semester and OWL for the second-semester with those who used the systems in reverse order, using the same survey. Results showed that students indicated significantly higher perceived learning with MindTap and better attitudes and opinions of MindTap, with its single window arrangement, often citing that they read more with MindTap. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 52 – Name: DateEntry Label: Entry Date Group: Date Data: 2017 – Name: AN Label: Accession Number Group: ID Data: EJ1156373 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1156373 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1039/c7rp00052a Languages: – Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 785 Subjects: – SubjectFull: Chemistry Type: general – SubjectFull: Science Instruction Type: general – SubjectFull: Homework Type: general – SubjectFull: Textbooks Type: general – SubjectFull: Educational Technology Type: general – SubjectFull: Technology Uses in Education Type: general – SubjectFull: Comparative Analysis Type: general – SubjectFull: Program Effectiveness Type: general – SubjectFull: Student Surveys Type: general – SubjectFull: Likert Scales Type: general – SubjectFull: College Students Type: general – SubjectFull: Logical Thinking Type: general – SubjectFull: Scores Type: general – SubjectFull: College Science Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Test of Logical Thinking Type: general Titles: – TitleFull: How Do General Chemistry Students' Impressions, Attitudes, Perceived Learning, and Course Performance Vary with the Arrangement of Homework Questions and E-Text? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Williamson, Vickie M. – PersonEntity: Name: NameFull: Zumalt, Caitlin J. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Type: published Y: 2017 Identifiers: – Type: issn-electronic Value: 1756-1108 Numbering: – Type: volume Value: 18 – Type: issue Value: 4 Titles: – TitleFull: Chemistry Education Research and Practice Type: main |
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