Examining the Effectiveness of Web-Based Learning Tools in Middle and Secondary School Science Classrooms

Abstract

The purpose of the following study was to examine the impact of web-based learning tools (WBLTs) in science classrooms (grades 7 to 10) from the perspective of both teachers and students. Survey, qualitative, and student performance data were collected from a sample of 11 teachers and 371 students. Teachers were very positive about the learning benefits, design, and engagement value of WBLTs. Students were more critical, but still positive about these same features. Qualitative data suggested that students appreciated visual scaffolding, ease of use, engagement, and using technology. Student performance based on five knowledge categories (remembering, understanding, applying, analyzing, and evaluating) increased significantly when WBLTs were used. Finally, middle and secondary school students had similar attitudes toward WBLTs, but older students showed higher learning performance gains.