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Volume 6 Issue 1 (2011)
An intensive ICT-integrated environmental learning strategy for enhancing student performance
King-Dow Su
pp. 39-58 | Article Number: ijese.2011.651
Published Online: January 10, 2011
Full text PDFIn-text: (Su, 2011)
Your Bibliography: Su, K. (2011). An intensive ICT-integrated environmental learning strategy for enhancing student performance . International Journal of Environmental and Science Education, 6(1), 39-58.
In-text: (Su, 2011)
Your Bibliography: Su, K. (2011). An intensive ICT-integrated environmental learning strategy for enhancing student performance . International Journal of Environmental and Science Education, 6(1), pp. 39-58.
In-text: (Su 2011)
Your Bibliography: Su, King-Dow (2011). "An intensive ICT-integrated environmental learning strategy for enhancing student performance ". International Journal of Environmental and Science Education 6 (1):39-58.
Abstract
The purpose of this study is to design information communication technology (ICT) courses related to experimental chemistry for junior college freshmen (aged from 16 to 18), entitled “ICT-integrated environmental learning”, and to assess the learning performance of these students after completing the courses. This study adopts a quasi-experimental approach to evaluate the learning of two groups of students after completing a nine-week semester syllabus. Aided by ANCOVA data, we probe the processes of the students‟ chemistry learning, its effectiveness and their attitudes. The result analyses verify that our ICTintegrated environmental learning has a more significant effect on the students‟ learning performance. Therefore, it is our goal to design an effective approach for upgrading students‟ cognizance and learning attitudes. The results obtained from our ICT-integrated environmental learning when compared with other chemical experimental results show the same positive and scientific perspective for academic research.
Keywords: chemistry, quasi-experimental approach, learning performance
References