Technology-enhanced Chemistry Learning and Students' Perceptions: A Comparison of Microcomputer-based Laboratory and Web-based Inquiry Science Environment

Abstract

With current advancement of information and communication technology, researchers have indicated the necessity and challenges of developing effective instructional strategies by the use of technological tools to promote chemistry learning in school science. Consequently, the researchers has developed two kinds of technologyenhanced chemistry learning environment regarding rate of reaction concepts: MBL-based guided-inquiry learning, as face-to-face instruction; web-based inquiry science environment (WISE), as online instruction. The purpose of this study was to investigate effects of both learning environment on students' perceptions. The participants were tenth graders; they are assigned randomly into two groups for interacting with different learning environment, MBL (N= 37) and WISE (N= 34). To assess students’ perceptions in the different groups, pre- and post-questionnaires were used. The results of the study (N= 71) show that there was statistically significant difference between pre - and postquestionnaire for both groups. No significant difference was found between the MBL and WISE groups in terms of students’ perceptions. The result suggested that both technologyenhanced learning environment progressed students' perceptions of learning and the progression was not indifferent. This finding highlight the benefits of face-to-face MBL and WISE to promote students’ perceptions of learning.