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Comparing student achievement and satisfaction in technology infused (hybrid) and traditional chemistry classrooms

University of British Columbia

Despite the growing use of the hybrid course delivery format in science education, there is a scarcity of research to support its effectiveness in enhancing student learning at the secondary school level. My research explores how a hybrid mode of course instruction compares with the traditional offline face-to-face mode of instruction in terms of student achievement and satisfaction. In order to assess the differences between the two course delivery formats, student satisfaction and achievement levels were measured in two Chemistry 12 classes. Findings demonstrated that students in the traditional offline face-to-face class were more satisfied than students in the hybrid class with respect to perceptions of course content and communication levels with the instructor and peers. With respect to students’ satisfaction with given grades and access to course materials, both the traditional offline class and the hybrid class yielded similar findings concerning course satisfaction. Results overall also showed that students in the hybrid class did not perform any better or worse than students in the traditional offline face-to-face class. Rather, student achievement and satisfaction levels in the hybrid format seem to depend on multiple factors not reducible to choice of format.

Text

2010-09-27

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/28695

Science Education

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/4.0/