Measuring the effects of class scheduling on student success in secodary school chemistry using content-based versus logical thinking-based online commercial programs

  • R Ford
  • A George
  • C Molina
  • D Mason

Abstract

The guiding question of every educational decision is supposed to be “What is best for the student?” Many secondary schools have  experimented with a variety of class scheduling patterns in an effort to maximize teacher expertise as well as student time and access to courses
mostly relying on anecdotal data to support decisions. Schools entering the 21st century often turned to the use of technology as a method to ensure student achievement. This study evaluated the effectiveness of two commercially available online programs. An online chemistry contentdrill
program, Study IslandÓ, and a Web-based program aiming to improve logical-thinking skills, Lumosity., were considered in this research. These Information and Communication Technology (ICT) programs were  evaluated based on pre- and post-test scores of 74 pre- Advance  Placement (pre-AP) chemistry students on the American Chemical Society's California Chemistry Diagnostic Exam (CA Dx). Also, reported are the results of the effect of class scheduling versus student achievement on the CA Dx exam after experiencing these braintraining programs. [AJCE 4(3), Special Issue, May 2014]
Published
2014-06-06

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print ISSN: 2227-5835